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Babtb  ^.  Botonep,  General  Ctittor 

COMMUNITY.  TRAINING  SCHOOL  SERIES.      NORMAN  E.  RICHARDSON.  Editor 


HANDBOOK 

FOR  WORKERS  WITH 

YOUNG  PEOPLE 


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BY 


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JAMES  V.  THOMPSON 


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THE  ABINGDON  PRESS 

NEW  YORK  CINCINNATI 


Copyright,  1922,  by 
JAMES  V.  THOMPSON 

All  Rights  Reserved 


Printed  in  the  United  States  of  America 


DEDICATED   TO  THE    YOUNG   PEOPLE — 

THOSE  WHO   HOLD  IN  THEIR  KEEPING 

THE   DESTINY   OF  THE   CHURCH 


CONTENTS 


CHAPTER 


PAGE 


Introduction 9 

Preface 1 1 

I.  The  Church  and  the  Conservation  of  Youth 13 

Revaluation  of  child  life — Developing  life  and 
changing  needs — A  critical  age — Early  training — A 
last  chance — Solving  the  problems  of  this  critical  age 
— Pupil  participation — Desirable  lesson  courses — The 
unity  of  life — Appealing  to  the  whole  of  life — Effect 
of  war  upon  young  people — The  church  and  its  pro- 
gram— Right  conditions — Leisure  time — Life  values — 
Elements  of  the  program. 

IL  Characteristics  of  Young  People 26 

Preliminary  stages — Physical  life — Mental  life- 
Intolerance  —  Disillusionment  —  Changing  values — 
Doubts— The  age  of  reason — Efifects  of  early  training 
— Over-stimulation  and  its  results. 

III.   Characteristics  of  Young  People  (Continued) 39 

Social  life — Effect  of  changed  conditions — Compan- 
ionships— Desire  to  attract  attention — Mating  in- 
stinct— Religious  life — Personal  problems — The  last 
high  tide— Variation  in  types  of  response— Variety 
of  activities— Summary — Topics  for  discussion — 
Books  for  further  study — Some  desired  responses  in 
work  with  young  people  (18-24  years) — Some  in- 
fluences which  tend  to  secure  these  responses— Some 
personal  problems  faced  by  young  people — Some 
characteristics  of  the  age  groups,  12-14,  I5-I7»  18-24 
—To  the  heavenly  Father— To  others. 

IV.  Social  Life 54 

A  universal  demand — Play — ^Work  and  play — 
Inter-sex  relations— Chaperons — Social  groupings — 
Typical  groups — The  common  interests  of  groups — 
Individual  interests— The  way  out — Home  recreation 
— Boarding-house    recreation — Reading — Gambling — 


6  HANDBOOK  FOR  WORKERS 

CHAPTER  PAGE 

Sportsmanship — Undesirable  recreation — Fields  of 
recreational  activities — Athletics — Dramatics — Inter- 
class,  inter-department,  inter-church  activities — Serv- 
ice activities — Camping — Standards  of  choice, 

V.  The  Young  People's  Department 76 

Purposes  of  organization — Develop  good  Christian 
character — Establish  a  Christian  master  motive — 
Develop  right  motives  for  individual  and  group  action 
— Provide  for  training  in  leadership  and  in  coopera- 
tion— Provide  opportunity  for  planning  programs, 
choosing  objectives,  determining  methods — Insure  in- 
creased knowledge  of  and  interest  in  the  kingdom — 
Provide  for  the  whole  range  of  life  interests — Prin- 
ciples of  organization — Clear  aim — Clear  functions — 
Accountability  of  ofiScers — General  officer  with  help- 
ers— Regular  test — Cooperation — The  tests  of  organi- 
zation— Product  the  test — Pupil  participation — 
Supervision — Natural  grouping — Democracy — Right 
attitudes — Present  situation — Overlapping — The  judg- 
ment of  young  people — A  natural  result — The  young 
people's  department  of  the  church — Membership — 
The  council — Officers  and  committees — Records  and 
reports — Relations  of  department — Supervision — First 
steps  in  departmental  organization — Secure  consent — 
Inform  leaders — Inform  group — A  trial  period — Take 
time — ^The  first  session — A  caution. 

VI.  The  Department  Program 98 

The  program  of  worship — Principles — (a)  Proper 
age  range — (b)  Adaptation — (c)  Suitable  conditions — 
(d)  Unity — ^Elements  of  the  program — Music — Prayer 
— Scripture  reading — Testimony — The  special  feature 
— Preparing  the  program — Instruction —Training 
through  activity  in  the  department  session — Expres- 
sional  activities — The  relations  of  the  departmental 
program — (a)  To  the  total  church  program — (b)  To 
the  class  program — Service — Extension — The  social 
and  recreational — Evangelism  —  Equipment  —  New 
ideas. 


CONTENTS  7 

CHAPTER  PAGE 

VII.  The  Young  People's  Class 122 

Class  groups — Natural  groups — Three  major  groups 
— Size  of  class — Mixed  classes — Number  of  classes — 
Class  organization — Permanence  of  organization — 
Form  of  organization — Term  of  office — Registration — 
Records  and  equipment — ^Taking  the  records — Class- 
room— Class  relations — ^Tests  of  class  organization — 
Class  methods — Necessary  activities — Voluntary  ac- 
tivities. 

VIII.  The  Class  Session 145 

Right  working  conditions — Equipment — Time — A 
program — Suitable  lesson  courses — Elective  courses — 
Lesson  materials  are  means — Courses  of  most  worth 
— Short  courses  desirable — Basis  of  choice — Annual 
prospectus — Arrangements  for  choosing  courses — 
Principles  of  choice — ^Right  teaching  methods — The 
teacher  chooses — Formal  discipline — Doctrine  of  in- 
terest— Constructive  method — Project  method — Spe- 
cial plans — Credits — Notebooks — Teachers  adequate 
to  the  task. 

IX.  Young  People  in  Village  and  Countryside 167 

New  vision — Old  ideas — Conditions — Social  and 
recreational  —  Educational  —  Homes  —  Economic,  in- 
dustrial and  political — The  church — Transportation — 
The  new  day  in  rural  work — The  church  as  a  center — 
Village  pride — M  odifications — Organization — Depart- 
ment— ^The  class — The  lesson  course — Records — Spe- 
cial rural  features — Social  and  recreational  life — 
Circuit  plans — Winter  specials — Combination  serv- 
ices— Recreational  leadership. 

X.  Evangelism  and  Life  Service 193 

Evangelism — Evangelism  and  young  people — Age 
of  power — Dealing  with  doubt — Companions — Pre- 
vious training — Significance — The  teacher — Desirable 
responses — Variety — Expression — Method — Life  serv- 
ice— A  distinction — The  stewardship  of  life — All  are 
stewards — Freedom  of  choice — Vocational  informa- 
tion and  guidance — Developing  right  attitudes — The 


8  HANDBOOK  FOR  WORKERS 

CHAPTER  PAGE 

college  situation — The  local  church  situation — The 
home  situation — Presentation  of  life  service  challenge 
— Standards  of  choice — Cooperation — In  local  church 
— Card  signing — Reporting  decisions — Training  for 
efiEiciency — Interchurch  schools — In  school  and  col- 
lege— Assistance  of  candidates, 

XI.  Young  People  in  Church,  Community,  and  World.  223 

The  local  church  and  its  young  people — Church  at- 
titudes— Special  assignments — The  pastor  and  his 
young  people — The  pastor's  committee — Deputations 
— Camps — The  young  people  and  the  community — 
What  makes  a  community — Community  agencies — 
Community  activities — A  national  birthday — Meeting 
places — ^Week-day  schools  of  religion — Community 
training  schools — World  relations. 

XII.   Leadership 246 

The  cost  of  leadership — Submission — Preparation — 
Leaders  of  young  people — Characteristics — Personality 
— Training  and  equipment — The  place  of  mature 
friendship  and  understanding — Young  people  as  lead- 
ers— The  discovery  of  leaders — Training  for  leadership 
— In  the  local  church — Summary — Training  coiurses 
for  leaders. 


INTRODUCTION 

The  author  of  this  volume  has  had  the  unusual  priv- 
ilege of  knowing  intimately  groups  of  young  people  in 
every  section  of  our  country.  In  multitudes  of  instances 
he  has  been  called  in  as  counselor  and  friend  to  help  in 
solving  practical  problems.  With  the  memory  of  these 
conferences  fresh  in  mind  he  writes  with  the  glowing 
conviction  that  the  church  should  make  a  suitable  place 
in  its  program  for  those  who  constitute  its  greatest 
human  asset  and  its  only  hope. 

Years  of  study  and  service  spent  in  this  specialized 
field  have  given  Mr.  Thompson  clear  insight  into  and 
understanding  of  the  motives  and  ideals  as  well  as  the 
misunderstandings  and  discouragements  of  young  peo- 
ple. He  knows  why,  with  their  idealism  and  passion 
for  service,  they  have  such  difficulty  in  becoming  vitally 
identified  with  that  ancient  and  conservative  institution 
which  holds  the  faith  of  the  fathers.  Faith,  the  sub- 
stance of  a  living  church,  is  theirs  in  abundance,  even 
though  it  sometimes  lacks  the  spirit  of  conformity. 

This  volume  seeks  to  place  in  the  hands  of  all  work- 
ers with  young  people  the  ripened  judgments  resulting 
from  these  years  of  active  experience.  Every  sugges- 
tion has  already  stood  the  pragmatic  test.  Many  of 
these  suggestions  are  phrased  in  the  language  used  in 
conferences  where  actual  problems  were  solved.  They 
will  appeal  to  those  who  are  facing  immediate  respon- 
sibilities for  this  important  part  of  the  program  of  the 
local  church.  Such  persons  cannot  afford  to  be  without 
this,  the  most  significant  volume  that  has  yet  appeared 
in  this  field. 

Norman  E.  Richardson. 

Northwestern  University. 

9 


PREFACE 

The  story  of  the  Fiery  Cross  has  always  thrilled 
young  lives.  The  lines  of  the  ages  seem  to  have  con- 
verged in  the  present  day.  The  ceremony  is  complete. 
The  cross  is  aflame.  The  call  to  the  heart  and  life  of 
youth  is  clear.  It  is  loud.  It  is  insistent.  It  is  heart 
breaking.  Men  Wanted !  Women  Wanted !  The  world 
is  again  in  crisis.  Faith  and  hope  and  love  and  sacrifice, 
inspiration,  insight,  and  courage,  patience  and  loyalty — 
these  will  come  with  the  gathering  clans  of  young  peo- 
ple about  the  cross. 

As  in  no  other  generation  they  come  in  an  atmos- 
phere all  aglow  with  a  great  sacrificial  splendor.  The 
White  Comrade  bears  in  his  body  the  marks  of  sacrifice 
because  he  chose  *^not  to  be  ministered  unto  but  to 
minister."  But  even  as  we  write  that  splendor  becomes 
tinged  with  self-interest.  The  serried  rows  of  cross  and 
star,  those  who  bear  in  their  bodies  the  marks  of  con- 
flict, those  lonely  hearts  and  sad  cry  out  against  the 
perversion  of  a  high  and  holy  sacrifice.  It  was  a  great 
call  and  a  great  response. 

But  the  world  again  calls.  Again  the  cross  flames 
high.  And  again  young  men  and  women  lift  heeding 
heads  to  spiritual  leaders  who  are  worthy. 

What  this  new  generation  shall  do,  where  it  shall  go, 
how  it  shall  strive,  for  what  its  sacrifice  shall  be  made 
depend  largely  upon  the  attitudes  and  ideals  of  home 
and  church  and  state.  May  God  grant  that  the  mantle 
now  falling  upon  eager  young  shoulders  may  be  worthy 
of  the  generation  which  is  and  that  which  is  to  be! 

II 


12  HANDBOOK  FOR  WORKERS 

It  is  in  the  hope  that  some  small  contribution  to  this 
end  may  be  made  that  this  volume  appears.  It  makes 
no  pretense  of  originality  or  erudition.  What  is  here 
offered  has  had  the  acid  test  of  having  been  done  in 
different  places  and  by  different  persons.  It  works. 
Perhaps  the  reader  too  will  find  the  way  a  bit  plainer 
because  of  these  pages.  If  so,  we  are  grateful  for  the 
privilege  of  having  served. 

The  author  wishes  to  acknowledge  his  indebtedness 
to  those  teachers  and  authors  in  this  field  whose  words 
and  counsel  have  gradually  become  a  part  of  his  own 
thinking. 

Dr.  Wade  Crawford  Barclay,  Dr.  John  W.  Shackford, 
Chaplain  Warren  T.  Powell,  Professor  C.  J.  Hewett, 
Dr.  W.  E.  J.  Gratz,  and  the  editors  have  given  much 
time  and  most  valuable  suggestions  both  as  to  the  con- 
tent and  to  organization  of  materials;  thereby  deserving 
the  gratitude  of  both  the  reader  and 

The  Author, 

Chicago,  Illinois. 


CHAPTER  I 

THE  CHURCH  AND  THE  CONSERVATION  OF 
YOUTH 

The  present  world  situation  and  our  own  national 
situation  challenge  us  to  test  anew  the  principles  and 
methods  by  which  the  young  are  being  trained.  This  is 
a  time  of  revaluation.  The  great  world  conflict  has 
been  like  a  flashlight  suddenly  thrown  upon  the  whole 
fabric  of  modern  home,  church,  school,  and  social  life. 
We  are  discovering  how  meaningless  are  some  of  the 
things  to  which  we  gave  large  place,  and  how  meaning- 
ful are  some  things  formerly  considered  unimportant. 
Everywhere  *^the  old  order  change th,  giving  place  to 
the  new." 

Bishop  WiUiam  F.  McDowell,  in  speaking  for  the 
bishops  of  the  Methodist  Episcopal  Church,^  said:  ''The 
Protestant  Church  as  a  whole  has  never  been  wise  or 
adequate  in  its  care  or  thought  of  youth.  It  has  made 
adult  creeds,  adult  orders  of  worship,  adult  church  life, 
even  adult  buildings.  The  church  has  been  sentimental 
and  impractical  concerning  childhood,  impatient  and  in- 
efficient concerning  youth.  Its  work  with  young  people 
it  has  left  to  people  who  make  such  work  a  specialty 
and  has  regarded  such  work  as  a  thing  apart  from  or 
subordinate  to,  or  even  somewhat  beneath  the  larger 
life  of  the  church,  and  the  loss  is  beyond  computation. 
The  conservation  of  youth  in  all  lands  is  the  largest  piece 
of  conservation  we  have  on  our  hands.    The  proper  care 

*  General  Conference,  Des  Moines,  Iowa,  May,  1920. 

13 


14  HANDBOOK  FOR  WORKERS 

of  our  baptized  children  means  more  than  the  perfect 
conservation  of  our  largest  subscriptions.  The  church 
that  is  wise  toward  youth  will  shine  as  the  stars." 

Revaluation  of  child  life. — In  this  revaluation  we 
are  becoming  conscious  especially  of  the  worth  of  child 
life.  This  is  inevitable  in  the  light  of  the  tests  that  are 
being  applied  to  the  grown-up  children  of  our  day.  Many 
have  been  rejected  as  mentally,  physically,  or  morally 
unfit.  The  program  which  has  permitted  this  unfitness 
naturally  receives  the  condemnation.  The  problem 
which  faces  workers  with  young  people  to-day  is  that  of 
fashioning  a  new  generation  so  that  this  physical  loss 
and  rejection  may  be  reduced  to  the  minimum;  and  so 
that  the  ideals,  spirit,  and  attitudes  of  the  coming  gen- 
eration may  be  those  of  Jesus  Christ. 

Need  to  Revalue  — It  is  especially  necessary  for  those 
who  are  workers  with  young  people  to  realize  that  we 
are  dealing  not  with  children  nor  with  the  rollicking 
high-school  group,  but  with  young  men  and  women 
almost  fully  matured  and  yet  lacking  the  steadying  ex- 
periences of  mature  Hfe.  These  are  the  persons  who  in 
our  homes  assist  the  mother  in  carrying  the  responsi- 
bilities and  burdens  of  home  life.  These  are  the  per- 
sons who  in  our  offices,  stores,  schools,  and  other  secular 
relationships  share  the  responsibility  and  enjoy  the  con- 
fidence of  the  world  of  men  and  women.  These  are  the 
persons  who  stand  shoulder  to  shoulder  with  their 
fathers  in  carrying  on  the  mighty  projects  of  our  day 
in  commerce,  industry,  education,  and  science.  Those 
who  are  worthy  to  share  such  responsibilities  in  secular 
affairs  cannot  be  treated  by  the  church  as  children,  nor 
have  they  yet  reached  the  time  when  they  wish  to  be 
grouped  with  those  of  mature  years.  A  young  man  in 
discussing  the  proposition  made  this  significant  remark: 


WITH  YOUNG  PEOPLE  15 

"In  our  Sunday  school  we  young  people  have  been  made 
either  the  ^cracker'  on  the  end  of  the  adult  whip,  or  the 
overhead  to  the  'kids.'    We  do  not  like  either  place." 

Developing  life  and  changing  needs. — In  the  de- 
velopment of  life  from  birth  to  old  age  there  are  certain 
recognizable  periods  or  stages.  This  is  evidently  a  part 
of  God's  plan  in  building  a  life.  It  must  follow  that 
those  who  wish  to  deal  successfully  with  life  must  ad- 
just their  plans  to  the  scheme  of  things  already  estab- 
lished by  the  Creator.  This  the  church  is  doing  with 
constantly  increasing  success.  The  fields  of  childhood, 
youth,  young  manhood,  and  young  womanhood  have 
long  been  recognized  in  secular  education  as  requiring 
different  methods  and  materials.  Thus  we  find  the 
kindergarten,  grade  school,  high  school,  college,  uni- 
versity, graduate  school,  special  schools,  and  others. 
The  work  in  each  of  these  is  planned  to  meet  the  needs 
and  capacities  of  the  stage  of  life  with  which  it  deals. 
This  principle  is  rapidly  being  accepted  by  all  the  work- 
ers with  developing  life.  Each  of  the  three  great  divi- 
sions of  life  is  itself  capable  of  further  division.  Thus 
we  find  early,  middle,  and  later  childhood;  early,  mid- 
dle, and  later  adolescence;  early,  middle,  and  later 
adulthood. 

This  volume  is  to  deal  especially  with  the  problems 
of  young  people  in  the  later  adolescent  group  (18  to  24 
years)  and  with  the  principles  and  methods  which  should 
unite  those  who  are  working  with  young  people.  The 
church  must  see  young  people  as  they  really  are.  The 
church  must  feel  with  and  for  the  young  people. 
The  church  must  awake  and  do  the  things  that  will 
ennoble  and  enrich,  that  will  enlist  and  train  our  young 
people  of  city,  village,  and  farm  for  their  place  and 
part  in  the  kingdom  of  God  upon  earth. 


i6  HANDBOOK  FOR  WORKERS 

A  CRITICAL  AGE 

Childhood  has  been  called  the  stage  ''when  the  dis- 
guises are  few  and  the  self-revelations  are  many."  This 
period  of  life  ends  approximately  with  the  eleventh  or 
twelfth  year.  The  period  immediately  succeeding  that 
of  childhood  is  now  so  much  in  the  minds  of  educators, 
both  secular  and  religious,  that  the  present  era  may  well 
be  called  the  "Age  of  Youth." 

In  the  field  of  religious  education  the  beginnings  were 
made  primarily  with  adult  life.  Robert  Raikes  and 
Froebel  and  Pestalozzi  and  Rousseau  may  be  credited 
with  having  turned  attention  to  the  needs  of  childhood. 
This  was  succeeded  in  comparatively  recent  years  by 
the  great  Adult  Bible  Class  Movement  through  which 
perhaps  more  adult  humans  have  been  voluntarily  en- 
listed in  a  specific  cause — Bible  study — the  world  over 
than  through  any  other  movement  in  the  history  of  the 
world.  We  are  just  now  in  the  period  when  revalua- 
tions are  showing  the  tremendous  significance  of  the 
years  from  twelve  to  twenty-four.  Of  these  the  last 
six  are  particularly  critical. 

Early  training. — Observation  shows  that  much  of 
the  fine  training  and  equipment  of  childhood  may  for 
the  time  being  be  quite  consciously  ignored  in  the  ado- 
lescent years,  when  the  seat  of  authority  changes  from 
without  to  within.  Many  a  parent  views  with  amaze- 
ment and  concern  the  easy  nonchalance  with  which  this 
new  offspring  accepts  the  ideals  of  gang  or  clique  even 
though  these  differ  radically  from  earlier  instruction. 
Serious  consideration  has  shown  that  the  passing  of  the 
individual  from  one  period  to  another  is  exceedingly 
fateful,  and  at  no  period  more  so  than  in  the  transitions 
of  the  adolescent  periods. 

A  last  chance. — The  fact  that  so  few  who  reach  ma- 


WITH  YOUNG  PEOPLE  17 

turity  without  having  developed  a  thorough  Christian 
attitude  ever  do  acquire  such  is  turning  the  attention 
of  an  increasing  number  of  thoughtful  persons  to  this 
group.  Records  of  home  and  school  and  church,  of 
street  and  courtroom  and  playground  clearly  evidence 
the  fact  that,  after  all,  the  creating  and  fixing  of  ideals, 
the  establishment  of  worthy  motives,  the  acceptance  of 
Christian  standards  of  action  are  practically  impossible 
after  the  individual  has  reached  the  period  of  maturity. 
Workers  with  young  people  are  becoming  increasingly 
conscious  of  the  fact  that  they  are  dealing  with  hfe  that 
is  coming  to  the  close  of  the  plastic  period;  that  habits 
of  thinking,  standards  of  action,  master  motives,  all 
life's  relationships  are  having  a  last  chance  to  become 
what  they  ought  to  be  ere  they  are  set  practically  for 
time  and  for  eternity.  Adult  life  in  most  instances 
merely  strengthens  the  attitudes  that  have  been  de- 
veloped during  the  plastic  years. 

SOLVING  THE  PROBLEMS   OF   THIS   CRITICAL  AGE 

One  of  the  most  encouraging  signs  of  the  present  day 
is  the  fact  that  where  workers  with  young  people  have 
kept  pace  with  the  enlarging  vision  of  the  work  of  the 
church  and  have  adjusted  their  program  to  the  needs  of 
the  life  of  to-day,  the  oft-quoted  losses  are  not  only 
ceasing  to  occur,  but  an  increased  loyalty  and  devotion 
to  the  church  are  noticeably  present.  One  pastor  re- 
ports that  the  effect  of  such  adjustment  in  his  Sunday 
school  was  an  increase  of  thirty  per  cent  in  enrollment 
and  of  fifteen  per  cent  in  average  attendance  at  the  end 
of  the  first  year. 

Pupil  participation. — Since  America's  participation 
in  the  World  War  many  churches  have  recorded  a  de- 
creasing enrollment  and  attendance  in  their  church- 


i8  HANDBOOK  FOR  WORKERS 

school  work.  In  connection  with  a  study  of  the  situa- 
tion a  number  of  interesting  facts  have  been  brought  to 
light.  One  pastor  in  writing  on  the  subject  said:  "There 
has  been  no  decrease  in  the  Sunday-school  enrollment  in 
our  church  owing,  I  think,  to  the  fact  that  we  have 
attempted  to  meet  the  needs  of  what  we  call  'the  drifting 
period,'  which  is  from  about  sixteen  to  past  twenty. 
Our  success  is  due  more  largely,  we  believe,  to  the  fact 
that  we  organized  the  young  people's  work  on  a  natural 
basis,  arranging  for  the  young  people  to  handle  their 
own  class  and  department  work.  The  young  people's 
department  is  the  largest  in  the  Sunday  school  in  both 
localities  with  which  I  have  to  do.  I  believe  the  chief 
reason  for  the  decrease  in  Sunday-school  enrollment  lies 
in  our  failure  to  solve  the  problem  of  the  'drifting  pe- 
riod.' Even  during  the  war,  when  so  many  of  our  young 
men  went  overseas,  our  enrollment  did  not  fall  down 
largely  because  the  organized  young  people's  group  pro- 
vided substitutes  for  those  who  enlisted." 

Desirable  lesson  courses. — It  is  interesting  to  note 
that  the  losses  in  Sunday-school  membership  noted 
above  were  larger  in  those  schools  in  which  the  Uniform 
Lesson  material  was  used.  In  very  many  instances 
where  a  decline  in  membership  and  attendance  was  not 
recorded  the  records  show  careful  organization  and 
supervision,  together  with  the  provision  of  lesson  ma- 
terials and  activities  adapted  to  the  age  groups. 

THE   UNITY   OF   LIFE 

For  years  we  have  recognized  the  many-sidedness  of 
life.  We  have  spoken  of  these  sides  as  physical,  intel- 
lectual, social,  etc.,  consciously  or  unconsciously  sep- 
arating them  in  our  thought.  Our  public  schools  in  the 
early  days  gave  small  heed  to  interests  other  than  the 


WITH  YOUNG  PEOPLE  19 

purely  intellectual.  The  same  one-sided  attitude  was  seen 
in  the  church.  To-day,  church  and  public  school  alike 
are  recognizing  that  God  has  made  life  a  unit.  While 
he  is  playing  baseball,  the  young  man's  physical  life 
may  be  dominant,  but  his  intellectual,  social,  moral,  and 
religious  interests  are  also  involved.  The  individual  or 
the  team  refusing  to  win  at  the  expense  of  honesty  or 
good  sportsmanship  is  thereby  testifying  to  a  certain 
fine  type  of  religious  experience.  It  has  affected  the  en- 
tire system  of  motives  and  conduct. 

Appealing  to  the  whole  of  life. — The  close  rela- 
tionship between  the  mental  and  physical  is  easily  ap- 
parent. What  is  true  of  this  is  likewise  true  of  all  the 
other  sides  of  life.  Life  functions  as  a  unit.  The  institu- 
tion, therefore,  that  wishes  to  deal  with  any  of  life 
must  deal  with  all  of  it.  There  is  no  interest  in  the  life 
of  any  human  being  which  lies  outside  the  interests  of  the 
kingdom  of  God.  ''Jesus  Christ  is  either  Lord  of  all  or 
he  is  not  Lord  at  all." 

One  of  the  reasons  why  our  young  people  have  been 
slipping  away  from  the  church  is  that  we  have  not  had 
a  program  appealing  to  all  the  interests  of  life.  We 
have,  in  fact,  been  sending  our  young  people  away  from 
the  church  to  find  their  satisfactions  for  a  large  portion 
of  life's  interests,  expecting  them  to  come  back  for  their 
rehgion.  But  in  large  numbers  they  have  not  come 
back.  It  is  perfectly  apparent  that  those  churches 
which  have  failed  to  offer  a  place  and  a  part  in  their 
program  to  their  young  people  have  failed  to  hold  the 
loyalty  of  these  young  people.  A  more  detailed  discus- 
sion of  this  will  be  found  in  the  chapters  on  organiza- 
tion. It  is  sufficient  for  our  purposes  here  to  make  the 
general  statement. 

Effect  of  war  upon  young  people. — It  is  trite  to 


20  HANDBOOK  FOR  WORKERS 

say  there  is  a  marked  change  in  the  attitudes,  ideals, 
and  activities  of  our  young  folks  since  America's  en- 
trance into  the  war.  There  has  been  a  breaking  down  of 
the  finer  sensibilities.  Contacts  with  continental  morals 
have  not  always  been  helpful.  The  sudden  thrust  of 
young  life  into  the  responsibilities  of  maturity;  the  sense 
of  power,  the  shock  of  self-realization — all  these  have 
tended  to  speed  up  and  intensify  some  of  the  less  de- 
sirable qualities  of  young  people.  The  rough  camp  life, 
the  enforced  associations,  the  familiarity  with  danger, 
the  dependence  upon  force,  the  release  of  the  baser  ele- 
ments in  the  relations  of  individuals,  nations,  and  races, 
all  have  stimulated  a  disregard  of  the  old  conventionali- 
ties, the  old  programs,  the  old  objectives. 

The  spirit  of  the  time  shows  a  decided  slump  in  the 
common  moral  sanctions.  In  some  communities  our 
young  women  report  that  it  is  very  difficult  for  a  young 
woman  to  maintain  her  highest  ideals.  The  remarks 
of  young  men  not  infrequently  give  evidence  of  motives 
that  are  not  under  the  control  of  those  lofty  sentiments 
without  which  stability  and  joy  of  home  life  are  impos- 
sible. The  predominance  of  youthful  crimes  of  sheer 
nerve,  not  skill,  is  well  known. 

On  the  other  hand,  the  schools  and  colleges  have 
never  been  so  full.  Serious-thinking  youths  have  never 
been  so  numerous.  The  willingness  to  share  the  great 
burdens  of  home,  church,  and  state  has  seldom  been 
equaled.  Young  people  have  but  added  to  the  general 
demand  their  age-long  insistence  upon  a  place,  a  part, 
and  recognition.    The  whole  of  life  calls  for  these. 

Miss  Margaret  Slattery,  in  a  recent  editorial,^  writes: 
"If  ever  there  was  a  moment  in  the  history  of  the  church 
when  it  should  take  advantage  of  the  spirit  of  youth, 

*  Pilgrim  Teacher. 


WITH  YOUNG  PEOPLE  21 

when  it  should  conserve,  direct,  and  use  it,  that  moment 
is  now.  Never  has  the  earnest  teacher  had  the  oppor- 
tunity to  make  the  appeal  for  the  church  that  is  his  at 
the  present  moment." 

THE  CHURCH  AND  ITS  PROGRAM 

Young  people  will  go  where  they  find  opportunity  to 
develop  initiative  and  where  they  bear  recognized  re- 
sponsibility. In  a  young  people's  conference  recently  a 
young  woman  said,  "This  is  the  first  time  in  my  life 
that  I've  ever  known  our  church  to  arrange  something 
that  was  just  for  young  people  where  we  can  say  and 
do  just  what  we  wish."  A  young  man  in  another  such 
meeting  remarked:  "You  want  to  hold  the  young  peo- 
ple to  the  church.  Well,  you've  got  to  give  us  some- 
thing to  hold  on  to." 

Right  conditions. — The  vital  necessity  of  providing 
a  responsible  job  under  possible  circumstances  is  ap- 
parent. A  college  president  declared  that  his  chief 
obstacle  in  directing  young  people  to  the  ministry  and 
other  life  fields  is  not  the  meager  financial  return,  but 
the  impossible  conditions.  Young  people  will  not  eas- 
ily be  led  to  employ  their  energies  in  the  upkeep  of  a 
church  in  an  already  overchurched  community.  Nor 
will  they  enter  upon  a  church  program  whose  first  item 
is  the  conversion  of  a  reactionary  board  of  trustees. 

Leisure  time. — With  the  eight-hour  day,  Saturday 
half-holiday,  and  daylight  saving  has  come  more  leisure 
time.  This  affords  opportunity  for  both  educational  and 
recreational  activities.  The  church  that  has  failed  to 
take  immediate  advantage  of  this  opening  must  not 
complain  if  young  persons,  forced  to  find  satisfaction 
for  their  educational  and  recreational  needs  under  other 
than  church  auspices,  fail  to  return  for  their  religion. 


22  HANDBOOK  FOR  WORKERS 

Life  values. — A  young  person  without  religion  is  a 
monstrosity.  Heedless  of  traditions,  he  demands  a  re- 
ligion in  terms  of  his  own  life,  and  activities  which  have 
inherent  value  and  interest  for  himself.  When  a  youth 
decides  to  accept  Jesus  Christ  as  the  King  of  his  life, 
he  is  still  a  youth  and  loves  youthful  things.  His  de- 
cision is  prompt  and  genuine.  It  should  be  as  promptly 
accepted  at  face  value  by  his  church.  His  immediate 
need  is  for  the  kind  of  environment  and  activity  that 
will  strengthen  his  decision  and  make  it  habitual. 

Elements  of  the  program— Certain  outstanding  needs 
in  connection  with  young  people's  work  are  apparent: 

{a)  There  is  an  increasing  demand  for  democracy  and 
cooperation  in  all  phases  of  church  life. 

(6)  There  must  be  some  adjustment  of  program  and 
organization  by  agencies  doing  work  in  local  churches. 
The  present  overlapping  is  intolerable,  if  not  unethical. 

(c)  There  is  insistence  upon  simple  reality  and  direct- 
ness in  religious  expressional  life. 

{d)  There  is  a  call  for  commanding  leadership  in  a 
great  task. 

{e)  Some  effective  plans  must  be  devised  to  bring  the 
vital  young  people's  problems  before  the  local  pastor 
and  adult  church  membership. 

(/)  A  great  pronouncement  by  the  church  leaders, 
setting  forth  in  clear  terms  the  challenge  to  young  life 
in  a  great  program  of  reconstruction. 

(g)  A  steady  program  of  wholesome  evangelism  in 
the  Sunday  school  classes  dealing  with  young  people. 

{h)  The  presentation  of  the  needs  of  the  world,  to- 
gether with  important  vocational  infonnation  to  stim- 
ulate Hfe  and  marginal- time  service. 


WITH  YOUNG  PEOPLE  23 

(i)  An  adequate  program  of  midweek  educational  and 
recreational  activities. 

(j)  The  development  of  a  nation-wide  camp  program 
by  districts  for  the  young  people,  in  which  the  interests 
of  young  people  and  the  church  may  be  presented. 

(k)  A  campaign  for  daily  prayer  and  Bible  reading 
for  Protestant  young  people. 

(I)  A  wholesome  campaign  to  lift  the  moral  status  of 
young  men  and  boys  and  to  strengthen  the  wholesome 
purposes  of  young  women  and  girls. 

(m)  A  continuous  go-to-school-and-college  emphasis, 
cooperating  with  the  Boards  of  Education  of  the  various 
denominations.  The  presentation  in  preparatory  schools 
and  colleges  of  the  opportunity  for  service  in  the  home 
church.  Also  the  larger  challenges  to  whole  life  and 
marginal-time  life  service. 

(»)  A  definite  attempt  to  provide  voluntary  courses? 
either  in  regular  hours  or  through  the  Christian  Asso- 
ciations, which  shall  inspire  and  instruct  persons  in 
college  and  preparatory  schools  in  regard  to  their  op- 
portunities in  their  home  church. 

{0)  An  effort  to  arouse  a  sense  of  Christian  responsi- 
bility for  the  provision  of  teachers  in  public,  private, 
and  denominational  schools  and  colleges  in  the  interest 
of  religious  education. 

The  refining  fires  of  the  great  world  catastrophe  have 
cleansed  our  thinking  of  much  dross.  Institutions  and 
individuals  alike  are  facing  tests  little  used  heretofore. 
Materialism  has  failed,  and  with  it  have  gone  down 
many  of  the  old  standards.  The  young  people  of  to-day 
are  more  mature  than  those  of  the  preceding  generation 
and  are  offering  an  unstinted  loyalty  and  devotion  to 
the  cause  which  is  utterly  unselfish  and  to  the  institu- 


24  HANDBOOK  FOR  WORKERS 

tion  which  is  clearly  seeking  to  serve  rather  than  to  be 
served.  They  are  asking  for  opportunity  to  exercise 
their  new-found  powers,  and  for  help  in  developing 
their  undeveloped  resources. 

Young  people  have  not  and  will  not  tolerate  an  atti- 
tude which  carelessly  ignores  their  enthusiasms  and  their 
sense  of  personal  worth.  They  will  be  heard  or  felt,  if 
not  in  the  church  of  their  choice,  then  in  another,  or, 
failing  that,  outside  any  church.  During  a  recent  mid- 
week prayer  meeting  the  adults  were  bemoaning  the 
fact  that  their  young  men  frequented  the  neighborhood 
pool  rooms  and  avoided  the  church  services.  A  yoimg 
man  present  administered  this  stinging  rebuke:  "You 
refused  the  use  of  our  basement  for  social  purposes. 
The  fellows  must  go  somewhere."  It  will  not  suffice  to 
say,  "What  was  good  enough  for  us  is  good  enough  for 
them."  That  is  not  true  in  home  or  business  or  educa- 
tion. It  is  equally  false  when  applied  to  the  church. 
The  church  of  to-day  is  better  than  the  church  of  yes- 
terday. That  of  to-morrow  will  surpass  the  church  of 
to-day.  Those  young  people  yonder  who  are  our  grown- 
up sons  and  daughters  are  worthy  of  our  respect.  They 
command  our  appreciation.  They  justify  our  con- 
fidence. 

SUMMARY 

Never  has  such  opportunity  been  offered  to  workers 
with  young  people  if  they  will  but  clearly  recognize: 

1.  That  God  has  built  life  on  law. 

2.  That  they  are  dealing  with  men  and  women,  of 
like  powers  and  passions,  but  lacking  in  experience. 

3.  That  life,  while  many-sided,  functions  as  a  unit. 

4.  That  the  ministry  of  the  church  must  be  to  the 
whole  of  life,  the  whole  time. 


WITH  YOUNG  PEOPLE  25 

5.  That  the  program  of  the  church-at-large  and  of 
the  local  church  must  provide  a  worthy  place  and  a  real 
part  for  the  developing  life  which  is  having  its  last 
chance  before  it  becomes  fixed  in  its  habits  of  thought 
and  action. 

6.  That  young  people  will  find  the  satisfaction  of 
their  needs,  if  not  in  the  church,  then  elsewhere — per- 
haps under  less  favorable  conditions. 

7.  That  the  church  which  provides  a  place  and  a 
part  for  its  young  people  will  find  coming  from  them  a 
loyalty  and  devotion  which  will  gladden  the  hearts  of 
their  leaders  and  enlarge  the  borders  of  the  Kingdom. 

Topics  for  dfecussion : 

1.  The  present  attitude  toward  the  church  of  the 
men  and  women  who  actually  participated  in  the  Great 
War. 

2.  The  church's  relation  to  young  people  in  industry. 

3.  The  effect  upon  home  and  church  of  the  eight-hour 
day. 

4.  The  church's  place  in  the  plans  of  young  people. 

Books  for  further  study: 

Moore — The  Youth  and  the  Nation. 

Addams — The  Spirit  of  Youth  and  the  City  Streets. 

Milne — The  Church  and  the  Young  Man^s  Game. 


26  HANDBOOK  FOR  WORKERS 

CHAPTER  n 
CHARACTERISTICS  OF  YOUNG  PEOPLE 

Before  we  can  attempt  to  find  a  solution  for  the 
many  questions  presented  in  the  preceding  chapter  we 
must  have  some  idea  of  the  persons  who  make  up  this 
young  people's  group. 

There  are  no  two  people  exactly  alike.  Even  twins 
can  be  distinguished  by  members  of  their  family.  Every 
one  varies  more  or  less  from  any  composite  picture  that 
may  be  drawn.  However,  there  are  certain  characteris- 
tics which  are  found  so  often  as  to  make  them  common 
to  the  young  people  as  a  group.  In  this  and  the  suc- 
ceeding chapter  we  shall  attempt  to  see  what  manner 
of  person  this  is  who  becomes  at  once  our  problem  and 
our  pride,  and  what  are  the  common  factors  around 
which  we  may  presume  to  build  a  plan  with  and  for 
young  people. 

Preliminary  stages. — In  the  years  from  twelve  to 
fourteen  perhaps  the  chief  characteristic  of  the  growing 
life  was  the  extension  of  all  of  the  powers  of  the  indi- 
vidual. The  instincts  pulled  the  attention  and  physical 
activities  of  the  boy  or  girl  in  a  hundred  different  ways. 
New  interests,  new  phenomena,  developing  ideals  take 
possession  of  the  growing  life.  A  consequent  lack  of 
steadiness  was  apparent. 

Contrasting  somewhat  with  this  earlier  group,  we 
find  that  those  from  about  fifteen  to  seventeen  tend  to 
become  less  erratic  in  thought  and  action.  Very  fre- 
quently pupils  in  this  stage  "find"  themselves,  and  at- 
tempt in  the  light  of  the  experiences  of  the  immediately 


WITH  YOUNG  PEOPLE  27 

preceding  years  to  discover  the  place  where  their  life 
ideals  may  be  wrought  out.  It  has  sometimes  been 
called  the  ' 'period  of  choice."  Persons  dealing  with 
high-school  pupils  will  recall  the  absolute  assurance  and 
finaHty  of  the  vocational  and  social  choices  of  these 
years.  To  those  fortunate  enough  to  continue  their 
school  work  this  choice  may  develop  the  desire  for  a 
thorough  preparation  for  life  work.  To  those  forced  to 
go  to  work  the  choice  of  a  vocation  depends  somewhat 
upon  the  opportunities  for  employment  that  are  then 
available.  To  a  certain  extent  life's  ideals,  standards 
of  conduct,  and  sense  of  values  have  been  pretty  largely 
determined  by  the  time  the  individual  reaches  the  pe- 
riod of  young  manhood  and  young  womanhood.  For- 
tunate indeed  is  that  young  person  who  in  these  de- 
termining years  has  had  vital  contacts  with  men  and 
women  of  high  ideals  and  Christian  standards  of  con- 
duct. 

There  are  many  phases  or  sides  of  human  life.  For 
convenience  we  will  use  the  common  terms  "physical," 
''mental,"  "social,"  and  "spiritual"  or  "religious."  The 
first  two  only  will  be  discussed  in  this  chapter. 

PHYSICAL   LIFE 

From  the  standpoint  of  the  physical  life  the  body  of 
the  young  person  increases  comparatively  little  in 
height  from  eighteen  to  twenty-four;  its  development 
appears  primarily  in  maturing  and  filling  out  the  frame- 
work developed  in  the  preceding  years.  It  is  the  period 
for  the  maturing  of  all  bodily  functions.  Energy,  en- 
durance— a  flood  tide  of  all  of  the  physical  powers — 
are  characteristics  of  most  young  people.  The  pages  of 
history  are  written  full  of  the  records  of  the  daring, 
endurance,  inventiveness,  self-sacrifice,  and  nerve  of  this 


28  HANDBOOK  FOR  WORKERS 

group.  A  glance  at  any  of  the  daily  papers  will  indicate 
the  great  proportion  of  crimes  of  sheer  nerve  and  physi- 
cal daring  committed  by  young  people  in  these  years. 
They  lack  the  skill  of  maturity  but  exhibit  the  fearless- 
ness of  unlimited  physical  powers.  Athletics  make  their 
greatest  appeal  to  young  people.  The  vast  majority  of 
world  records  in  college  athletics  are  made  by  young 
men  and  young  women  of  these  years.  There  seems  to 
be  practically  no  limit  to  their  physical  energy. 

Again,  for  nicety  of  skill  and  perfection  of  bodily 
control,  for  poise  and  grace,  there  is  no  period  which 
excels  this.  The  awkwardness,  the  ebb  and  flow  of 
energy,  the  uncertainty  of  previous  years  are  gone.  If 
one  is  desirous  of  beholding  the  finesse  of  social  custom, 
correct  apparel,  and  the  like,  an  observation  of  this 
group  will  provide  him  with  up-to-the-minute  informa- 
tion. There  seems  to  be  no  limit  to  the  amount  of  time 
and  energy  which  young  people  are  willing  to  put  into 
the  processes  of  developing  themselves  or  their  chosen 
group  in  excellence  in  any  desirable  field  of  activity. 

MENTAL  LIFE 

Of  all  the  sides  of  life,  perhaps  the  mental  and  the 
social  are  those  of  outstanding  significance  in  this  pe- 
riod of  "later  adolescence."  The  mental  life  of  young 
people  is  approaching  its  * 'flood  tide  of  power."  The 
inquiring,  the  testing  attitude,  the  search  for  a  working 
faith,  the  unwillingness  to  accept  just  because  someone 
has  said  so,  the  refusal  to  be  told  what  to  believe,  the 
unbounded  enthusiasms — these  are  but  a  few  of  the 
significant  mental  attitudes  of  young  people. 

The  contrast  with  the  mental  processes  of  early  and 
middle  adolescence  is  not  as  great  as  it  appears  on  the 
surface  to  be.     The  early  adolescent  is  more  hesitant 


WITH  YOUNG  PEOPLE  29 

about  expressing  his  opinion.  He  fears  the  criticism  it 
will  arouse.  The  early  adolescent  mind  is  broadening 
its  horizon  at  a  marvelous  rate,  increasing  life's  con- 
tacts with  rapidity.  The  middle  adolescent  mind  is 
more  subjective,  attempting  to  relate  these  things  to 
personal  accomplishment;  the  later  adolescent  mind  is 
concerned  with  the  relation  of  all  its  experiences  and 
information  in  the  development  of  a  dependable  phil- 
osophy of  living. 

Litolerance. — The  baptism  of  power  physically  in  the 
later  adolescent  years  has  its  mental  accompaniment. 
The  paths  trod  by  youthful  minds  are  not  always  those 
of  tradition.  Just  because  a  conclusion  has  always  been 
accepted  is  no  argument  for  its  present  acceptance. 
There  is  a  professed  intolerance  for  all  that  is  past,  and 
yet  probably  in  no  other  period  is  there  greater  sen- 
sitiveness to  public  opinion  as  it  is  expressed  in  terms 
of  custom,  fashion,  the  accepted  standards  of  group 
action,  group  and  class  judgment.  Underneath  it  all, 
however,  there  is  an  intense  individualism  which  is 
struggling  for  a  dependable  creed.  There  is  quite  likely 
to  be  a  certain  narrowness  of  view,  due  to  inexperience. 
In  fact,  there  is  no  intolerance  quite  so  immediately 
hopeless  as  that  of  the  later  adolescent.  He  is  so  cock- 
sure of  his  conclusions  that  he  does  not  quite  see  how 
any  future  experience  can  have  a  modifying  effect. 

Disillusiomnent. — There  are  certain  elements  enter- 
ing life  at  this  period  which  have  to  do  with  this  entire 
situation.  This  is  decidedly  a  period  of  disillusionment. 
Many  young  people  are  for  the  first  time  upon  their 
own  resources  economically.  They  are  on  their  own 
responsibility  in  planning  the  expenditure  of  the  whole 
or  a  part  of  this  fund.  They  choose  their  own  compan- 
ionships more  largely  than  ever  before,  determine  how 


30  HANDBOOK  FOR  WORKERS 

the  evening  hours  shall  be  spent,  and  where.  In  fact, 
they  have  become  more  largely  self-determinative  than 
ever  before.  In  leaving  behind  the  restraints,  the  pro- 
tection, the  regulations,  the  sympathy,  the  inspiration 
of  the  home  and  the  family,  many  young  people  who 
are  forced  to  live  in  boarding  houses  or  outside  the 
home  are  thrown  utterly  upon  their  own  initiative  for 
economic  and  social  employment. 

This,  therefore,  is  frequently  a  period  of  intense  lone- 
liness. There  is  probably  no  loneliness  quite  so  great 
as  that  of  being  alone  in  the  crowd.  The  contrast  be- 
tween the  roseate  ideals  of  earlier  years  and  the  stern 
realities  of  life  as  they  are  now  being  met  is  a  disillu- 
sioning shock,  and  necessitates  a  constant  reorganiza- 
tion of  one's  whole  philosophy  of  life.  The  tragic 
realization  of  the  wide  chasm  between  profession  and 
conduct  on  the  part  of  those  who  have  been  recognized 
as  "pillars"  in  the  church  and  state  sometimes  brings 
both  social  and  spiritual  disaster  to  the  disillusioned 
young  person.  The  changing  point  of  view,  the  lack  of 
sympathy  on  the  part  of  those  who  are  older,  the  un- 
supplied  need  for  social  intercourse  of  a  wholesome 
nature  frequently  drive  young  persons  to  seek  satisfac- 
tion for  these  needs  under  unwholesome  influences.  The 
whole  series  of  reactions  suggested  above,  and  many 
others,  account  in  some  measure  for  the  "wild-oats" 
period  in  many  lives. 

Changing  values. — With  this  broadening  compre- 
hension of  life  and  its  realities  certain  new  realizations 
come  to  the  young  man  or  young  woman.  The  dreari- 
ness of  a  boarding  house  increases  respect  for  and  ap- 
preciation of  the  old  home — perhaps  with  its  necessary 
economies,  its  simplicities,  but  with  its  atmosphere  of 
affectionate  concern  and  helpful  sympathy.    The  value 


WITH  YOUNG  PEOPLE  31 

of  friends  and  an  understanding  of  the  contribution 
which  they  make  in  companionship,  contentment,  and 
pleasure,  to  say  nothing  of  the  larger  contributions,  is 
borne  in  upon  the  young  person.  The  one  who,  impa- 
tient of  the  delays  and  requirements,  drops  out  of  his 
school  work  ^/to  make  money"  frequently  discovers  that 
he  can  go  no  farther  because  of  his  lack  of  preparation. 
To  such  an  one  education  looms  increasingly  large.  The 
presence  of  so  many  young  people  near  twenty  in  the 
night  high  schools  is  indicative  of  the  fact  that  this  is 
the  time  of  such  realization. 

The  young  person  applying  for  a  situation  is  deeply 
impressed  with  the  value  and  necessity  of  having  a 
good  name.  In  these  days  employers  are  giving  careful 
attention  to  the  way  in  which  their  employees  spend 
their  leisure  hours,  many  concerns  making  actual  pro- 
vision for  the  right  use  of  this  free  time.  It  is  a  dis- 
concerting discovery  to  some  young  persons  to  learn 
that  one's  standards  of  living  must  be  constantly  raised 
if  he  is  to  maintain  his  position  and  secure  coveted  ad- 
vance. These  new  realizations,  coming  with  something 
of  a  shock,  have  a  tendency  to  mature  and  steady  one. 

All  such  influences  tend  to  shorten  the  period  of 
plasticity,  or  the  teachable  period  of  human  life,  bring- 
ing downward  into  the  earlier  years  of  the  period  the 
time  when  maturity  may  be  said  to  begin.  The  eco- 
nomic situation  in  which  a  young  person's  lot  is  cast 
clearly  serves  as  a  modifier  of  the  plastic  period.  Fre- 
quently young  persons  in  certain  social  circles  have 
demands  made  upon  them  that  should  come  only  to 
those  of  mature  life.  This  also  exerts  a  profound  in- 
fluence upon  life. 

There  are  those  who  become  engaged  or  marry  in  the 
late  teens  or  the  early  twenties.     This  assumption  of 


32  HANDBOOK  FOR  WORKERS 

the  responsibilities  of  mature  life  develops  in  them  atti- 
tudes and  ideals  that  could  not  come  in  any  other  way. 
They  become  more  mature  than  those  of  their  own 
age  in  many  of  the  relationships  of  hfe,  but  less  mature 
in  some  of  those  things  which  would  naturally  develop 
through  continuing  under  the  ordinary  influences  of  un- 
married life.  Naturally,  the  interests  of  such  persons 
center  in  each  other  and  in  the  new  home.  This  will 
modify  all  their  conduct,  plans,  and  aspirations. 

Some  young  people  have  the  opportunity  to  continue 
their  education  through  college,  university,  and  even 
beyond.  For  such  persons  the  period  of  immaturity 
naturally  is  lengthened. 

Certain  dangers  accompany  both  effects.  The  short- 
ening of  this  period  necessarily  limits  more  or  less  the 
resources  of  the  individual  involved.  He  is  likely  to 
find  himself  handicapped  in  middle  or  later  adult  Kfe 
because  he  could  not  finish  his  training.  He  whose  edu- 
cation has  been  unduly  prolonged  may  find  himself  in 
maturing  years  with  shortened  experiences  in  certain 
lines  due  to  delay  of  marriage  or  the  loss  of  industrial 
and  social  contacts. 

In  dealing  with  these  different  phases  of  development 
the  same  methods  cannot  successfully  be  used. 

Doubts. — Many  have  called  this  the  "doubting  age." 
Such  interpretation  is  clearly  a  misunderstanding  of  the 
significance  of  these  years.  There  is  an  earnest  attempt 
on  the  part  of  most  young  people  to  find  a  dependable 
working  faith.  What  seems  an  ignoring  of  the  ''faith  of 
the  fathers"  is  in  fact  a  search  for  truth. 

"We  all  begin  life  upon  a  borrowed  basis."  Our 
moral  and  rehgious  ideas  are  at  first  matters  of  hearsay. 
As  children  we  believe  and  act  as  father  and  mother  or 
teacher  determine.    But  we  do  not  remain  children.    At 


WITH  YOUNG  PEOPLE  33 

some  time  or  other  it  is  one's  privilege  and  duty  to  pass 
from  dependence  to  independence,  from  borrowed  be- 
liefs to  personal  convictions. 

Despite  heredity,  each  new  generation  makes  a  new 
start,  and  the  youth  of  each  generation  come  to  the 
years  of  self-determination  possessed  of  the  accumu- 
lated experiences  of  the  past,  each  concerned  with  the 
task  of  finding  for  himself  a  sufficient  and  satisfying 
basis  for  his  own  convictions.  It  is  clearly  a  mistake  to 
call  this  ^'doubt."  For  many  persons  this  period  is  but 
a  confirmation  of  the  teachings  of  earlier  years.  To 
many,  on  the  other  hand,  it  necessitates  complete  re- 
organization. The  young  man  or  young  woman  with 
no  questions  to  be  answered  may  be  one  who  has  done 
no  earnest  thinking  for  himself,  or  who  has  been  afraid 
to  face  the  issue.  Slight  dependence  is  to  be  placed 
upon  the  convictions  of  any  young  person  who  has 
carelessly  accepted  the  conclusions  of  his  group  or  the 
statements  of  others.  Intellectual  honesty  demands 
that  each  one  for  himself  shall  think  through  the  great 
questions  that  are  a  part  of  human  life.  Tennyson,  in 
his  "In  Memoriam,"  says: 

"There  lives  more  faith  in  honest  doubt, 
Believe  me,  than  in  half  the  creeds." 

Repetition  of  phrases  and  participation  in  ritual  are  not 
necessarily  indicative  of  faith.  The  surest  way  to  dis- 
pel doubt  is  to  provide  facts. 

The  age  of  reason. — This  is  supremely  the  age  of 
reason.  The  worker  with  young  people  at  his  peril 
ignores  this  fact.  This  youth  who  seems  to  be  "anti- 
everything  that  adults  are  accustomed  to  think  of  as 
established  and  good"  is  not  that  at  all.  The  flood  tide 
of  power  in  his  reasoning  process  simply  demands  that 


34  HANDBOOK  FOR  WORKERS 

he  himself  must  be  convinced  before  he  accepts.  This 
is  true  whether  the  individual  involved  is  found  in  rural 
community  or  city,  in  industrial  or  educational  groups. 
Perhaps  this  will  in  a  measure  account  for  the  present 
situation  in  which  we  of  the  churches  find  ourselves  in 
relationship  to  the  whole  spirit  of  the  young  people  of 
to-day. 

The  London  Daily  News,  in  speaking  of  The  Brother- 
hood Movement — the  postwar  movement  in  England, 
says:  ''Youth  is  impatient  of  the  ancient  theological 
restrictions.  Perhaps  they  wdll  never  come  back  to  the 
churches  as  now  organized.  They  may  return  to  the 
Founder  of  those  churches. '^ 

"Come,  let  us  reason  together"  must  be  the  attitude 
of  all  those  who  wish  to  do  effective  work  with  young 
people.  There  is  no  gain  to  any  honest  searcher  for  the 
truth  if  his  questions  are  ignored.  The  headmaster  of 
one  of  our  strongest  American  institutions  says  that  he 
has  been  surprised  at  the  nature  of  the  requests  made 
by  young  men  under  his  supervision  for  the  discussion 
of  topics  involving  fundamental  Christian  conceptions. 
For  instance,  they  requested  the  discussion  of  miracles, 
the  apparent  discrepancy  between  the  scientific  and 
biblical  explanations  of  the  creation,  immortahty,  the 
Holy  Spirit,  the  abihty  of  the  dead  to  communicate 
with  the  Hving;  sin — what  it  is  and  when  and  how  it 
came  into  the  world;  fatahsm,  predestination,  heaven, 
faith,  and  other  topics  of  similar  nature. 

The  young  mind  that  walks  fearlessly  up  to  these 
great  problems  in  honest  search  for  the  truth  is  ex- 
hibiting a  very  much  higher  type  of  faith  and  preparing 
for  a  more  dependable  creed  than  is  that  young  person 
or  teacher  who  is  afraid  to  question  the  conclusions  of 
the  ages.    The  latter  is  the  real  skeptic. 


WITH  YOUNG  PEOPLE  35 

EFFECTS   OF  EARLY  TRAINING 

It  is  not  unusual  to  find  among  this  group  numerous 
individuals  who  are  in  a  state  of  sag  or  slump  due  to 
some  overstimulation  in  preceding  years.  There  is  a 
physical  lassitude  due  frequently  to  early  overstrain, 
resulting  in  certain  modifications  of  heart  or  other  or- 
ganic action.  This  is  particularly  noticeable  in  those 
young  persons  who  have  starred  in  high-school  or  pre- 
paratory-school athletics.  Many  of  these,  under  the 
direction  of  careless  or  indifferent  coaches,  have  ex- 
hausted their  physical  powers  and  stunted  further  de- 
velopment. It  is  not  unusual  to  find  such  persons 
utterly  failing  in  their  college  athletic  careers.  There  is 
also  to  be  noted  the  overstrain  due  to  too  long  hours, 
or  too  heavy  work,  to  unsanitary  conditions  of  work, 
,and  other  like  matters. 

Overstimulation  and  its  results. — Sometimes 
there  is  a  sag  in  the  mental  life.  This  is  most  fre- 
quently due  to  a  failure  of  some  sort  in  earlier  years. 
A  young  man  or  a  young  woman  without  some  sort  of 
taste  for  reading  has  been  forced  by  circumstances,  or 
permitted,  totally  to  neglect  this  feature  in  the  earlier 
years  when  the  development  of  such  a  taste  was  nat- 
ural. Many  young  people  are  discontented  when  alone, 
unable  to  provide  for  their  own  entertainment  simply 
because  there  are  great  barren  areas  in  their  mental 
life.  This  is  often  due  to  the  fact  that  no  provision 
was  made  to  supply  interest-creating  activities  in  the 
accumulative  years  from  ten  to  fifteen. 

Many  of  the  failures  in  the  relationships  of  young 
people  to  each  other  and  to  the  world  in  which  they 
live  are  due  largely  to  their  not  having  discovered  a 
real  hero  when  they  were  in  the  hero-worshiping  stage. 
Their  ideals  of  conduct  and  standards  of  action  were 


36  HANDBOOK  FOR  WORKERS 

then  being  formed  and  habits  of  choice  were  being 
determined  without  reference  to  the  heroic. 

What  is  true  regarding  the  physical,  intellectual,  and 
social  life  is  equally  true  of  the  spiritual  life.  Young 
people  whose  emotional  experiences  have  been  over- 
indulged, whose  spiritual  life  has  been  o vers timula ted, 
and  who  have  run  the  full  gamut  of  religious  ecstasy 
are  quite  likely  to  find  at  this  time  that  their  spiritual 
life  has  become  drab  and  commonplace.  They  resem- 
ble somewhat  the  person  who  begins  with  moderate 
drinking  or  the  moderate  use  of  drugs — it  requires  a 
constantly  increasing  dose  to  secure  the  desired  effect. 
When  children  and  young  people  live  constantly  on  the 
mountaintop,  the  shadows  of  the  valley  will  be  all  too 
frequent  and  dark  in  the  years  that  follow.  Overin- 
dulgence emotionally  is  as  sure  to  produce  sag  or  slump 
later  on  as  overstrain  physically.  It  is  interesting  to 
note  that  frequently  young  men  and  young  women  will 
exhibit  one  or  more  of  the  slumps  indicated  while  being 
perfectly  normal  in  other  respects.  All  of  these  features 
make  the  work  of  the  leader  of  young  people  particu- 
larly difficult  and  demand  keenness  of  insight  in  addi- 
tion to  sympathetic  resourcefulness. 

The  thoughtful  student  is  impressed  more  and  more 
with  the  necessity  of  providing  children  and  youths 
with  correct  instruction  and  carefully  trained  leaders  if 
the  highest  achievements  of  later  adolescence  are  to  be 
realized. 

SUMMARY 

Workers  with  young  people  are  quick  to  see  that 
they  are  dealing  not  with  children  but  with  men  and 
women  having  all  the  passions  and  powers  of  maturity 
but  few  of  its  stabilizing  experiences. 


WITH  YOUNG  PEOPLE  37 

•hysical  powers  and  functions  are  at  flood  tide  and 
notable  for  grace  and  accuracy. 

This  is  a  period  of  disillusionment,  of  questioning — 
often  mistakenly  called  doubt — of  readjustment,  of  new 
independence  in  thought  and  action,  of  revolt  against 
other  than  self-imposed  restrictions. 

New  values  are  assigned  to  familiar  things  because  of 
new  experiences  and  maturing  ideals. 

Sags  or  barren  spots  in  taste  and  experience  due  to 
certain  lacks  or  overstimulations  in  earlier  periods  may 
require  most  careful  attention  during  later  adolescent 
years. 

Faith  and  doubt  come  into  close  grips  in  these  years, 
or  should  do  so.  The  one  may  be  dispelled  by  facts 
sympathetically  presented;  the  other  acquired  by  facts 
and  the  will  to  believe,  both  presented  by  a  personahty 
itself  aglow  with  faith.  Intellectual  honesty  is  essential 
to  intellectual  power  and  dependable  faith. 

Young  men  and  young  women  while  being  faced  with 
great  physical  tasks  in  industry,  commerce,  science,  the 
unconquered  areas  of  earth,  sea,  sky,  should  likewise  be 
faced  with  the  spiritual  and  intellectual  problems  of  the 
ages  and  of  the  present — the  problems  of  mind,  of  heart, 
of  will,  of  all  human  relations.  Give  them  all  the  facts 
and  thus  provide  them  with  the  means  whereby  they 
may  develop  a  Christian  philosophy  of  life  and  a  work- 
ing faith. 

Whatever  the  physical  assets  or  liabilities,  however 
limited  or  striking  the  mental  powers,  there  are  few,  if 
any,  young  folks  in  city  or  country  who  will  not  wel- 
come sympathetic  respect  and  confidence,  and  who  will 
not  respond  to  wise  and  wholesome  provision  for  their 
needs. 


38  HANDBOOK  FOR  WORKERS 

Topics  for  discussion: 

1.  Effects  of  early  home  training  upon  ideals. 

2.  Good  health  and  good  morals. 

3.  Education  and  intolerance. 

4.  The  church,  college,  and  intellectual  freedom. 

Books  for  further  study: 

Richardson — Religious  Education  of  Adolescents. 

Hall — From  Youth  to  Manhood. 

Moxcey — Girlhood  and  Character. 

Betts — Mind  and  Its  Education. 

Coe — Education  in  Religion  and  Morals. 


WITH  YOUNG  PEOPLE  39 


CHAPTER  III 

CHARACTERISTICS  OF  YOUNG  PEOPLE 

(continued) 

We  have  seen  how  the  physical  and  mental  factors 
influence  the  conduct  of  young  people.  One  cannot 
escape  the  fact  that  all  of  life  must  come  under  the 
domination  of  right  ideals  and  right  motives  if  the  full- 
ness and  power  of  the  gospel  of  Christ  are  to  become 
the  common  heritage  of  the  race.  We  shall  now  see 
how  the  social  and  spiritual  Kfe  of  young  people  find 
expression  and  what  may  be  done  to  bring  them  under 
the  control  of  Christian  ideals. 

SOCIAL   LIFE 

Effect  of  changed  conditions. — There  is  no  doubt 
in  the  mind  of  any  careful  observer  that  since  the  war 
the  temper  of  young  people  has  greatly  changed  in  re- 
gard to  all  the  relationships  which  they  maintain — to 
the  home,  to  the  church,  to  industry,  to  education,  to 
each  other.  It  is  not  altogether  easy  to  account  for  this 
change  in  attitude.  The  thrust  of  young  life  into  re- 
sponsibilities economic,  industrial,  sociaL  of  home  and 
state,  may  account  for  some  of  it.  The  attitude  of  the 
press,  the  content  of  our  more  popular  periodicals,  the 
picturing  of  undesirable  relationships  between  the  sexes, 
the  scoffing  at  the  long  accepted  standards  of  virtue, 
modesty,  home  relations — all  of  these  have  played  their 
part.  Whatever  the  causes,  the  change  has  been 
wrought. 

Unfortunately,   the   church  has  been  more  largely 


40  HANDBOOK  FOR  WORKERS 

characterized  by  its  prohibitions  than  by  its  provision 
of  programs  of  wholesome  activities  for  young  life. 
The  result  has  been  a  temporary  loss  of  confidence  in 
the  church  as  a  necessary  agency  for  righteousness  in 
community,  national,  and  international  life.  Young 
people  are  asking  pointedly:  ''Is  the  church  really  neces- 
sary? Does  it  have  a  vital  part  to  play  in  modern  in- 
dustrial, social,  and  educational  life?"  Those  of  us  who 
are  older  understand,  of  course,  the  significance  of  their 
questions.  We  appreciate  the  fact  that  the  failure  of  a 
program  does  not  necessarily  condemn  the  institution, 
but  calls  for  careful  study  -and  adaptation.  We  realize 
that  we  cannot  save  unless  we  can  interest,  and  there- 
fore we  find  churches  everywhere  busy  with  the  reor- 
ganization and  revaluation  of  their  creeds,  programs,  and 
activities. 

Companionships. — The  craving  of  young  people  for 
companionship  in  all  lines  of  activity  is  a  normal  one. 
They  do  few  things  alone  or  for  purely  personal  ap- 
proval. The  desire  for  companionship  is  perhaps  the 
dominant  social  instinct  of  this  group.  Every  normal 
young  man  and  young  woman  desires  the  companion- 
ship of  the  opposite  sex.  The  craving  of  young  people 
for  good  times  together  is  wholesome,  healthful,  and 
essential.  The  nature  of  the  relationships  may  be  quite 
the  opposite.  ''The  present  social  status  of  the  young 
men  and  young  women  of  our  land  is  a  standing  chal- 
lenge to  our  civilization  and  to  the  program  of  the 
Christian  Church,"  says  Dr.  E.  S.  Lewis.  In  the  suc- 
ceeding chapter  on  the  social  life  of  young  people,  the 
details  of  this  Hfe,  and  the  necessary  program  to  meet 
its  needs  will  be  discussed.  It  is  sufficient  for  our  pur- 
poses here  merely  to  indicate  the  social  characteristics. 

During  these  years  the  social  group  flourishes.     The 


WITH  YOUNG  PEOPLE  41 

make-up  of  the  group  is  dependent  largely  upon  voca- 
tional, educational,  social,  and  community  relations. 
Class  distinctions  are  carefully  and  sometimes  cruelly 
drawn.  Parties  are  the  order  of  the  day — and  most  of 
the  nights.  During  these  years  a  failure  to  provide  for 
the  natural  social  and  recreational  needs  of  the  indi- 
vidual or  of  the  group  may  produce  revolutions  of 
various  sorts — individual  and  group.  This  will  result 
sometimes  in  humorous,  sometimes  in  tragic  situations. 
Jacob  Riis  once  said  to  some  workers  with  young  peo- 
ple, "It  is  safer  to  sit  on  the  safety  valve  of  an  active 
steam  engine  than  it  is  to  attempt  to  prohibit  or  hinder 
the  action  of  the  recreational  laws  of  young  life."  It 
almost  seems  as  if  the  demand  for  activities  which  in 
themselves  are  exhilarating,  interest-compelling,  and 
challenging  is  in  some  way  related  to  the  activities 
which  find  expression  in  the  deeds  of  daring,  the  toil- 
some voyages  of  exploration  and  discovery,  or  in  the 
remarkable  criminal  records  that  are  made  by  young 
people  of  both  sexes  during  these  years. 

Desire  to  attract  attention. — The  problem  of 
friendships  is  an  outstanding  one  with  young  people. 
It  is  interesting  to  note  that  many  young  men  who 
lack  the  capacity  to  make  friends  with  men  have  the 
capacity  for  making  friendships  with  women.  The 
same  may  be  said  of  some  young  women.  The  opposite 
is  frequently  as  true.  Careful  observers  will  note  cer- 
tain weaknesses  in  the  men  or  women  who  cannot 
or  do  not  make  friends  among  those  of  their  own 
sex.  It  is  possible  to  overcome  this  lack  by  earnest 
effort.  Leaders  should  encourage  such  attempts.  Every 
young  man  and  young  woman  has  a  consuming  desire 
to  be  wanted  for  his  or  her  own  sake,  by  some  desirable 
person.     The  sufferings  of  the  unwanted  or  the  unat- 


42  HANDBOOK  FOR  WORKERS 

tractive  are  very  great.  It  is  this,  perhaps,  that  drives 
some  young  people  to  do  outlandish  things  in  order  to 
attract  attention.  Color  schemes,  conduct,  exploits — 
the  whole  range  of  unusuals  may  in  part  be  explained  as 
an  attempt  to  secure  the  attention  that  has  not  come 
normally.  The  price  sometimes  paid  by  young  people 
for  attention  and  popularity  is  pitifully  tragic — often 
disastrous.  On  the  other  hand,  there  are  those  whose 
finer  sensibilities  do  not  permit  of  such  methods.  These 
turn  naturally  to  the  development  of  personal  ac- 
complishments such  as  music,  art,  and  brilliant  conver- 
sation. In  either  case  the  object  is  practically  the  same, 
the  desire  to  be  winsome  and  attractive.  These  features 
afford  a  sure  opportunity  for  the  skillful  leader  to  play 
a  large  part  in  developing  the  resourcefulness  and  the 
wholesome  qualities  of  young  people. 

Mating  instinct. — ^Among  the  social  characteristics 
of  this  group  one  of  the  most  significant  is  that  of  home- 
building.  Despite  some  voluble  protestations,  there  is 
scarcely  any  normal  young  man  or  young  woman  who 
does  not  dream  of  a  home  of  his  or  her  own.  The 
"Prince  Charming"  does  not  always  come.  The 
''Queen"  is  not  always  to  be  found.  But  if  one  will 
dig  deep  enough  into  the  life  of  the  individual  in  any 
social  group,  he  will  find  the  dream.  The  mating  in- 
stinct is  implanted  in  the  human  breast  by  the  heav- 
enly Father  and  may  not  safely  be  ignored,  scoffed  at, 
or  neglected  by  any  institution  which  seeks  the  best 
things  for  youth  and  the  race.  Many  young  people 
pride  themselves  upon  the  range  of  their  acquaintance- 
ship. We  have  never  known  anyone  to  pride  himself 
upon  the  fact  that  he  had  no  friends.  The  desire  on 
the  part  of  young  people  to  be  chosen  by  some  one,  to 
be  appreciated,  to  possess  and  be  possessed,  to  have 


WITH  YOUNG  PEOPLE  43 

some  place  to  go,  is  a  normal  part  of  the  life  of  this  age. 
Fortunate  indeed  is  that  group  of  young  people  whose 
home,  church,  and  school  provide  wholesome  places 
which  are  always  open  for  social  purposes. 

RELIGIOUS  LIFE 

It  has  been  said  that  a  young  person  without  religion 
is  a  monstrosity.  There  is  probably  no  period  in  the 
whole  of  life  when  the  religious  fires  burn  with  greater 
intensity.  The  outer  manifestation  of  these  powers, 
however,  is  not  always  in  the  utmost  harmony  with  the 
traditions  of  the  church.  The  insistence  upon  the  right 
of  self-determination  is  as  evident  here  as  in  any  of  the 
other  phases  of  the  life  of  young  people.  The  spirit  of 
sympathy  and  unselfishness — the  almost  overwhelming 
desire  to  help,  the  self-effacing  loyalty  to  a  cause,  the 
carefree  willingness  to  leave  all  and  follow  are  common 
characteristics  of  the  religious  life  of  these  years.  The 
desire  for  action,  the  wish  to  correct  human  ills,  to 
alleviate  suffering,  to  "ride  abroad  redressing  human 
wrongs,"  all  are  found  in  one  phase  or  another  in  the 
life  of  nearly  every  young  man  and  young  woman.  One 
of  the  striking  impacts  upon  the  life  of  France  made  by 
the  Americans  in  the  expeditionary  forces  was  their 
constant  and  tender  care  for  little  children  and  for  aged 
folk.  The  heart  of  young  people,  like  the  heart  of  the 
Eternal,  *'is  most  wonderfully  kind."  The  ready  sym- 
pathy, the  self-sacrificing  loyalty,  the  intense  zeal,  and 
the  willingness  to  participate  in  any  challenging  cause 
accounts  somewhat  for  the  fact  that  more  preachers, 
more  missionaries,  more  soldiers,  sailors,  and  the  Hke 
enlist  from  this  age  group  than  from  any  other  group 
in  the  whole  range  of  life.  In  fact,  this  is  "the  volun- 
teering age."    More  Carnegie  Hero  Medals  have  been 


44  HANDBOOK  FOR  WORKERS 

awarded  to  young  people  than  to  those  in  any  other 
period.  There  is  no  task  too  big,  no  sacrifice  too  great, 
no  objective  too  impossible  to  overcome  the  assurance 
of  victory  that  is  inherent  in  young  people,  provided 
only  that  the  goal  seems  a  worthy  one. 

The  eagerness  to  serve,  the  willingness  to  work  on  the 
part  of  young  people  is  remarkable.  The  increasing 
sense  of  personal  responsibility  for  the  reconstruction  of 
the  world  affords  a  splendid  means  of  approach  for 
challenging  to  life  service.  Once  the  interest  is  aroused 
there  is  no  limit  to  the  time  and  energy  which  young 
people  will  expend  in  a  chosen  cause.  Religious  fervor 
and  depth  of  devotion  are  equally  intense.  But  here 
again  the  young  man  or  young  woman  demands  the 
right  to  do  his  own  thinking  and  use  his  own  will.  The 
traditions  of  the  fathers  receive  but  scant  respect  unless 
confirmed  by  the  young  person  himself.  The  break  with 
the  past  is  fearlessly — often  a  little  too  thoughtlessly — 
made,  but  experience  will  lead  such  persons  in  due  time 
to  see  the  strength  of  other  days  and  to  profit  by  the 
experiences  of  the  past. 

One  of  the  causes  for  this  apparent  indifference  to 
the  faith  of  the  fathers  is  the  very  fact  that  the  more 
intense  intellectual  life  of  young  people  leads  them  to 
investigate  for  themselves  every  phase  of  religion  pre- 
sented to  them  by  the  lives  of  others,  the  books  that 
they  read,  the  sermons  that  they  hear,  and  the  dis- 
cussions in  which  they  take  part.  The  whole  matter 
of  personal  relationships  to  God  and  his  world  is  of 
prime  importance  to  young  people. 

Personal  problems. — Who  is  he,  and  what  is  he? 
How  does  he  deal  with  his  children?  How  is  the  rela- 
tionship of  the  Father,  the  Son,  and  the  Holy  Spirit  to 
be  explained?    What  is  the  province  of  suffering  in  the 


WITH  YOUNG  PEOPLE  45 

world?  Does  good  always  triumph?  The  facts  of  life 
seem  sometimes  to  be  against  the  victory  of  good  over 
evil.  Is  there  no  chance  after  death?  Is  the  one  who 
lives  "a  good  moral  life"  without  membership  in  a 
church  less  religious  than  the  church  member  whose 
creed  and  deeds  are  not  in  harmony?  May  one  ac- 
tually plan  his  life  upon  the  ethical  principles  of  the 
gospel  and  expect  to  win  what  we  call  a  name  and  a 
place  for  himself? 

These,  and  a  host  of  other  questions  in  the  field  of 
practical  Christianity  are  of  outstanding  importance  in 
the  minds  of  young  people  and  call  for  settlement.  The 
whole  range  of  social  relationships  between  the  sexes, 
outside  and  inside  the  home,  between  different  social 
and  industrial  groups,  the  political  issues  of  the  day, 
all  reach  back  somehow  for  religious  interpretations  as 
viewed  by  young  people.  It  seems  often  as  if  the  actual 
conversion  of  some  young  people  depends  largely  upon 
straightening  out  the  mental  tangles  so  that  their  in- 
tense heart  life  may  have  utmost  freedom  to  pour  out 
the  full  measure  of  devotion. 

Many  young  people  who  have  been  persuaded  or 
stampeded  into  church  membership  in  earher  years 
now  resent  such  action,  demanding  the  right  to  think 
their  way  through  on  the  whole  matter,  claiming  in 
some  instances  that  the  decisions  of  earlier  years  are 
not  binding  upon  them  now  because  they  did  not  un- 
derstand at  that  time  all  the  implications  of  such  a 
decision.  Fortunately,  workers  with  young  people  are 
coming  more  and  more  to  see  that  this  is  not  a  kind  of 
sinful  revolt  on  the  part  of  young  people,  but  that  it 
is  the  visible  evidence  of  a  great  heart-hunger — perhaps 
not  clearly  recognized  by  the  young  people  themselves. 
It  is  a  great  longing  for  an  abiding  sense  of  reality  and 


46  HANDBOOK  FOR  WORKERS 

a  dependable  foundation  upon  which  to  establish  all 
their  future  relations  with  the  heavenly  Father  and 
with  his  world. 

The  last  high  tide. — In  each  of  the  periods  of 
adolescent  development  there  is  a  high  tide  of  spiritual 
opportunity,  the  most  marked  coming  at  about  the 
twelfth  year  and  again  at  about  the  fifteenth  or  six- 
teenth year.  The  last  high  tide,  coming  about  the 
twentieth  year,  seems  to  indicate  that  God  has  given  to 
workers  with  young  people  a  last  great  opportunity  to 
present  the  appeal  of  the  Great  Companion.  And,  too, 
he  seems  to  have  presented  to  the  young  person  him- 
self, before  his  habits  of  thought  and  action  are  fixed, 
this  possible  final  opportunity  of  accepting  and  dem- 
onstrating sonship. 

Variation  in  tjrpes  of  responses. — It  requires  the 
startling  scene  on  the  Damascus  road  to  win  Saul; 
while  the  quiet  "Follow  me"  transformed  the  GaHlaean 
fishermen  into  loyal  followers  of  the  Master.  We  may 
expect  as  many  different  kinds  of  response  to  the  chal- 
lenge of  Christ  to  young  people  as  there  are  persons  to 
respond.  Each  hears,  considers,  answers  in  the  way 
that  his  temperament  makes  natural.  It  is  a  serious 
mistake  to  think  we  may  secure  the  same  expression  of 
acceptance  from  all.  It  is  equally  unfortunate  if  we 
think  the  same  appeal  will  win  all.  What  attracts  one 
person  repels  another.  The  short,  sharp  struggle,  with 
its  ecstatic  moment  of  acceptance,  is  no  more  genuine 
than  the  quiet,  careful  thinking  which  becomes  a  grow- 
ing assurance  of  sonship.  The  matter  of  great  moment 
to  leaders  of  young  people  is  not  getting  a  certain  kind 
of  response,  but  seeing  that  each  responds. 

Variety  of  activities. — ^What  is  true  of  the  nature  of 
responses  which  young  people  make  in  accepting  Christ 


WITH  YOUNG  PEOPLE  47 

as  Saviour  and  Lord  is  equally  true  of  the  types  of  ex- 
perience and  character  of  activities  which  follow  their 
acceptance.  There  can  be  no  uniformity  of  appeal,  and 
there  is  no  uniform  response.  Thus  there  will  be  as 
many  varieties  of  experience  in  the  developing  com- 
panionship with  Christ  as  there  are  persons  to  have 
that  experience.  So  also  there  will  be  variety  in  the 
forms  of  expression  which  those  experiences  naturally 
take.  "Oh,  no,"  said  a  young  man  recently,  'T  could 
never  teach  a  class  of  boys.  But,  say,  I'm  just  itching 
to  put  in  a  system  of  records  that  would  tell  you  what 
you  want  to  know."  His  best  friend  was  superintendent 
of  the  Intermediate  Department  in  the  Sunday  school 
and  Scout  Master  of  the  church  troop. 

Our  chief  concern  is  not  to  identify  experiences  or 
activities,  but  to  see  that  there  is  a  constantly  enriching 
devotional  life  and  an  enlarging  participation  in  the 
work  of  the  Kingdom. 

To  the  worker  with  early  adolescents  there  is  con- 
stant amazement  at  the  sublime  faith  of  those  years. 
To  the  worker  with  the  high-school  group  there  comes  a 
steadily  enlarging  appreciation  of  the  passionate  long- 
ing to  find  a  s}Tnpathetic  and  understanding  compan- 
ionship in  the  emotional  upheaval  of  those  fulsome 
years.  In  the  years  with  which  we  are  dealing  there  is 
evident  a  burning  desire  for  the  individual  to  find  the 
great  certainties  in  relation  to  God,  to  life,  to  one's 
work  in  the  world,  to  one's  relationship  with  others. 
In  very  many  instances,  however,  these  finer  things  of 
human  nature  are  concealed  by  the  petty  things  of 
everyday  social  and  industrial  conditions. 

To  the  institution  that  will  strive  to  understand  and 
that  will  make  some  attempt  to  provide  for  these  reli- 
gious factors  in  the  life  of  young  people  there  will  come 


48  HANDBOOK  FOR  WORKERS 

an  untold  wealth  of  loyal,  loving  devotion  and  an  ever- 
increasing  number  of  those  who  give  it. 

SUMMARY 

Practically  without  exception  young  life  hungers  for 
ideal  companionship,  for  understanding,  and  for  good 
times.  It  is  a  natural  desire  and,  if  wholesomely  pro- 
vided for,  is  a  great  asset  in  developing  a  rich,  clean, 
uplifting  social  life.  The  necessity  for  friends  and  ac- 
quaintances leads  many  young  people  to  attract  atten- 
tion in  unusual  ways.  However,  both  the  search  for 
companions  and  the  desire  to  be  wanted  are  but  visible 
expressions  of  the  age-old  race-sustaining  instinct  of 
home  building.  What  finer  service  could  the  church 
render  than  definitely  to  provide  a  time  and  a  place 
where  the  young  folks  of  the  community  could  find  and 
develop  their  God-given  social  instincts? 

Religion  and  young  life  are  inseparable.  The  types 
of  religious  experience  to  be  found  among  young  people 
are  as  varied  and  numerous  as  there  are  persons  to  have 
the  experience.  Workers  must  know  that  there  are 
many  ways  of  coming,  but  that  all  must  come.  Keenly 
desiring  to  know  the  how  and  why  of  things,  they  are 
most  open  to  sympathetic  leadership  and  unreservedly 
devote  their  life  service  to  the  cause  which  has  chal- 
lenged the  fundamental  longing  to  serve.  It  is  "the 
volunteering  age."  All  the  deep  and  sacred  meanings 
of  life,  death,  the  universe,  God,  have  peculiar  attrac- 
tion for  those  who  are  building  a  working  philosophy. 
Real  facts,  explanation,  patience,  tolerance,  something 
to  do,  understanding — all  these  must  be  constantly 
available  if  our  young  people  are  to  grow  naturally  and 
surely  in  the  faith,  knowledge,  and  service  of  the  Sa- 
viour of  all  life. 


WITH  YOUNG  PEOPLE  49 

The  outline  statement  which  follows  indicates  some  of 
the  responses  to  be  desired  in  work  with  young  people, 
and  some  of  the  influences  helpful  in  securing  them. 
This  outline  follows  in  its  general  form  that  which  has 
been  used  by  the  Sunday  School  Council  of  Evangehcal 
Denominations  in  connection  with  the  standardizing  of 
work  in  the  elementary  grades. 

The  diagram  following  the  outline  is  suggestive  of 
the  relationships  of  young  persons  and  indicates  some- 
thing as  to  how  these  relationships  may  be  made  effec- 
tive in  the  fields  indicated  in  the  diagram. 

Topics  for  discussion: 

1.  The  church's  relation  to  social  activities. 

2.  Desirable  attitudes  toward  recreation. 

3.  Religion  in  everyday  affairs  of  young  people. 

4.  Natural  expression  of  spiritual  ideas. 

5.  Advantages  and  disadvantages  of  ritual. 

Books  for  further  study: 

McConnell — The  Essentials  of  Methodism. 
Slattery — The  Girl  and  Her  Religion. 
Moxcey — Girlhood  and  Character. 
Tittle— What  Must  the  Church  Do  to  Be  Saved? 

I.  Some  Desired  Responses  in  Work  with  Young 
People  (18  to  24  years) 

1.  A  personal  consecration  to  the  program  of  Jesus 

Christ  as  Saviour  and  Leader. 

2.  Active  membership  in  the  church,  including  at- 

tendance and  participation. 

3.  Habits  of  Christian  conduct  in  daily  life. 

4.  Increasing  enrichment  of  personal  life  through 

daily  prayer  and  Bible  study. 

5.  An  enlarging  place  in  the  service  activities  of 

home,  church,  community,  and  world. 


50  HANDBOOK  FOR  WORKERS 

6.  A  recognition  of  God's  guidance  in  history,  and 

in  the  life  of  to-day,  both  national  and  indi- 
vidual. 

7.  Choice  of  lifework  and  preparation  for  service  in 

the  chosen  field. 

8.  Increasing  efficiency  in  both  work  and  recrea- 

tion. 

9.  Enlarging  conception  of  the  place  and  program 

of  the  church  in  the  world's  work. 

10.  Helpful  relations  with  younger  life. 

11.  Willingness  to  apply  the  boundless  energy  of 

this  stage  to  the  constructive  tasks  of  home, 
church,  community,  world. 

12.  Eagerness   to   spread   the   knowledge   of   Jesus 

Christ  to  the  ends  of  the  earth. 

13.  Increasing  powers  of  self-expression  in  prayer, 

testimony,  and  service  activity. 

14.  Habits  of  service  through  giving  of  self,  time, 

substance. 

15.  Both  a  vocation  and  an  avocation. 

16.  A  belief  that  the   Christian   principles  offer  a 

practical  basis  for  modern  life. 

II.  Some  Influences  which  Tend  to  Secure  These 
Responses 

1.  An  enriching  personal  life  through  knowledge  of 

God,  his  world,  his  work,  and  his  enlarging 
revelations. 

2.  Knowledge  of  God's  program  as  related  to  mod- 

em life  and  growth. 

3.  An  enlarging  sense  of  companionship  with  Jesus 

Christ. 

4.  Knowledge  of  the  church  as  organized  and  ad- 

ministered. 

5.  Knowledge  of  the  methods  and  materials  of  reli- 

gious education. 

6.  Ideals  of  Christian  service  and  conduct. 


WITH  YOUNG  PEOPLE  51 

7.  Ideals  of  Christian  citizenship. 

8.  Membership    in    an    organized    class    and    the 

church. 

9.  Participation  in  planning  and  executing  class  and 

departmental  programs. 

10.  Study  of  church,  community,  national,  world  life. 

11.  Study  of  how  to  Christianize  the  social  order. 

12.  Frank  recognition  of  the  doubts  and  questions  of 

this  age  and  the  presentation  of  facts  to  dispel 
the  same. 

13.  A  clearly  recognized  place  in  the  organization 

and  program  of  the  school,  the  church,  the 
community. 

14.  Opportunities  for  specialization  in  study  and  ex- 

pression. 

15.  Opportunities  for  wholesome  social  intercourse, 

16.  Careful  presentation  of  the  opportunities  for  life 

investment. 

III.  Some    Personal    Problems    Faced    by    Young 
People 
(See  chart) 


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PHYSICAl.  MENTAL  SOCIAL  SPIRITUAL. 

RELATIONS  OF  YOUNG  PEOPLE,  18  TO  24  YEARS 
5S 


54  HANDBOOK  FOR  WORKERS 

CHAPTER  IV 
SOCIAL  LIFE 

"The  church  has  no  business  dealing  with  such 
things:  that  is  the  job  of  others."  Thus  spoke  a  gen- 
tleman who  was  considering  what  his  church  ought  to 
do  in  the  local  community  in  regard  to  social  work  with 
young  people.  In  responding  to  this  statement,  one  of 
the  other  persons  present  said:  *'I  believe  that  our 
present  unfortunate  conditions  in  social  life  are  the 
results  of  our  having  left  this  whole  matter  to  others." 

In  a  town  in  Wisconsin  some  young  people  sat  at  the 
supper  table  during  a  Sunday  school  institute.  In  dis- 
cussing this  matter  a  young  woman  said:  "In  our  town 
there  is  absolutely  no  place  for  us  young  folks  to  go 
except  to  the  skating  rink.  We  have  to  go  there  if  we 
want  any  fun."  Upon  being  questioned  further,  some 
interesting  facts  came  to  light.  The  skating  rink  was  a 
crude  provision  made  by  a  local  saloon  where  young 
men  and  young  women  might  meet,  ostensibly  for  roller- 
skating  purposes.  Inside  connection  was  provided,  how- 
ever, with  the  saloon  and  a  rooming  house.  The  facts 
were  presented  to  the  local  church  authorities  and  con- 
sent secured  for  the  use  of  one  of  the  rooms  in  the 
church  by  the  young  people  for  recreational  purposes. 
The  result  was  a  clearing  up  of  the  situation  and  the 
creation  of  a  feeling  on  the  part  of  the  young  people  in 
that  town  that  religion  was  not  something  separate 
from  but  a  vital  part  of  their  everyday  living. 

A  UNIVERSAL   DEMAND 

Observation  discloses,  first,  that  social  life  is  a  nat- 
ural and  universal  demand  on  the  part  of  young  people. 


WITH  YOUNG  PEOPLE  55 

It  has  always  been  so;  doubtless  this  will  always  be 
true.  Second,  the  commercial  interests  have  recognized 
the  social  and  recreational  demand  as  a  permanent 
factor  in  life  and  have  provided  for  every  purse,  taste, 
and  age.  Third,  when  provision  is  made  for  the  satis- 
faction of  social  needs  under  wholesome  auspices,  the 
standard  of  such  activities  may  be  raised  to  any  desired 
level. 

Play. — Social  activities  make  up  the  bulk  of  the  vis- 
ible activities  of  young  people.  These  activities  include 
the  whole  range  of  what  are  ordinarily  termed  socials, 
entertainments,  athletics,  and  all  other  forms  of  ^'good 
times."  Sometimes  it  is  all  called  'Ve-creation,"  and 
this  term  expresses  what  actually  takes  place.  The 
word  may  be  pronounced  re-create — that  is,  the  estab- 
lishment of  a  balance.  Everyone,  old  and  young,  must 
have  and  does  have  some  means  of  getting  back  to 
normal.  This  for  him  is  recreation.  When  the  nerves 
are  jangling  and  the  body  is  worn,  each  of  us  has  some 
means  of  restoring  quietness  to  nerves  and  refreshment 
to  body.  For  some  this  will  mean  cessation  of  activity. 
The  woman  who,  when  all  tired  out,  turns  to  her  fancy 
work  for  relief;  the  man  who  finds  his  pleasure  in  tink- 
ering with  his  auto,  or  working  in  his  garden,  is  re- 
creating balance,  is  looking  toward  the  same  satisfaction 
as  is  secured  by  son  or  daughter  in  the  exhilarating 
games  of  youth  or  the  serious  contests  of  young  people. 

Work  and  play. — The  factor  which  distinguishes  be- 
tween work  and  play  is  one  frequently  lost  sight  of.  A 
group  of  boys  used  to  walk  four  hot,  dusty  miles  almost 
daily  to  find  at  the  end  of  the  trail  a  narrow,  shallow 
stream  of  water.  Tugging  huge  rocks,  assembling  sods 
and  pieces  of  timber,  they  expended  a  vast  deal  of  time 
and  energy  in  preparing  the  dam  which  would  make  it 


56  HANDBOOK  FOR  WORKERS 

possible  for  them  at  least  to  get  wet  all  over.  After 
comparatively  few  minutes  spent  in  the  dam,  they 
would  hurry  back  over  the  hills  to  do  the  evening 
chores  about  their  homes,  perhaps  supplying  a  bit  of 
kindling  wood,  or  carrying  a  hod  or  two  of  coal.  They 
called  the  former  "fun";  they  called  the  latter  "work." 
What  was  the  difference  between  the  two?  Certainly  it 
was  not  in  the  expenditure  of  energy  or  time.  It  was 
altogether  a  question  of  interest  in  the  activity. 

It  is  this  factor  which,  happily,  has  been  seized  upon 
by  the  Boy  Scout,  Camp  Fire  Girl,  and  many  other 
organizations  dealing  with  youth.  The  reason  why  so 
much  of  our  play  is  physically  and  often  morally  waste- 
ful is  largely  because  worth  while  activities  have  not 
been  provided.  The  educational  values  of  play  are  of 
exceeding  worth  and  can  be  made  to  contribute  to  the 
development  of  the  individual  and  to  the  work  of  home, 
the  community,  and  the  world.  The  spirit  of  childhood 
play  becomes  the  incentive  for  group  activity  of  the 
youth,  and  this  in  turn  may  become  the  great  passion 
for  work  with  young  people. 

"Play  is  not  confined  to  child  life.  It  is  the  spon- 
taneous and  free  expression  of  inner  desires  and  pleas- 
urable emotions.  Play  is  what  we  do  when  we  are  free 
to  express  inner  desires.  Work  becomes  play  when  it 
expresses  inner  desires.  The  painting  of  a  masterpiece, 
the  writing  of  a  poem,  is  not  work  primarily;  it  is,  rather, 
the  expression  of  inner  desires.  All  great  work  thus  be- 
comes infused  with  the  spirit  of  play.  As  educators  one 
of  our  tasks  is  to  help  youth  carry  over  that  free  and 
joyous  and  spontaneous  expression  of  play  life  into  the 
life  of  work. 

'^Only  within  recent  years  have  we  discovered  the  in- 
estimable educational  values  of  play  life.    Physically, 


WITH  YOUNG  PEOPLE  57 

play  gives  beauty  of  form  to  youth,  eliminates  awk- 
wardness, develops  grace  of  movement,  strengthens  the 
vital  organs,  and  imparts  health.  Mentally,  play  stim- 
ulates intellectual  activity,  requires  quick  decisions,  and 
awakens  the  alert  mental  condition  which  educators  de- 
sire. Morally,  play  develops  the  will  through  action, 
trains  in  habits  of  fairness,  courage,  and  obedience  to 
rules  of  the  game.  Socially,  play  involves  principles  of 
social  cooperation  through  team  games.  Fair  play 
means  fair  business.  It  develops  neighbor! iness  and 
community  friendship.  If  you  wish  to  know  the  char- 
acter of  a  young  person,  observe  his  play.  If  you  wish 
to  mold  that  character  direct  his  play."^ 

Inter-sex  relations. — In  an  earlier  chapter  it  was 
indicated  that  young  people  as  a  rule  do  not  do 
things  alone.  The  social  'relations  developed  in  recrea- 
tion and  service  activities  for  young  people  may  be 
most  helpful  or  most  harmful.  The  question  con- 
stantly arises  as  to  whether  the  sexes  should  be  allowed 
to  mingle  freely  in  their  social  affairs,  especially  when 
these  are  sponsored  by  the  church. 

God  made  men  and  women  to  live  together.  Until 
some  one,  frequently  an  older  person,  has  spoiled  the 
atmosphere  by  coarse  jest,  teasing  implication,  or  prac- 
tical joke,  the  first  relations  between  a  young  man  and 
young  woman  are  clean,  sweet,  wholesome,  and  up- 
lifting, 

''For  indeed  I  knew 
Of  no  more  subtle  master  under  heaven 
Than  is  the  maiden  passion  for  a  maid, 
Not  only  to  keep  down  the  base  in  man, 
But  teach  high  thought,  and  amiable  words 
And  courtliness,  and  the  desire  of  fame." 

i  Powell — Principles  of  Recreational  Leadership,  1921. 


S8  HANDBOOK  FOR  WORKERS 

Of  course,  the  sexes  should  have  their  good  times 
together.  Occasionally,  however,  there  will  be  a  party 
for  ''men  only"  or  ''just  for  the  girls."  Frequently 
too  the  nature  of  the  games  will  eliminate  one  sex  or 
the  other. 

Chaperons. — The  question  of  supervision  and  chap- 
eronage  is  important.  In  many  cases  the  "chaperon"  is 
more  careless  than  her  charges.  Many  young  people 
resent  the  imphcation  of  required  chaperonage,  saying, 
''If  we  can't  be  good  without  one,  we  won't  be  good 
with  one."  Most  young  people  will  plan  for  and  eagerly 
welcome  the  presence  of  a  wholesome,  sympathetic 
older  person  who  enters  heartily  into  the  spirit  and 
activities  of  the  group.  The  chaperon  is  never  in  the 
nature  of  policewoman,  but  always  an  understanding, 
appreciative  comrade. 

The  self-imposed  regulations  of  young  people  will 
often  be  found  more  sane,  far-reaching,  and  practical 
than  those  provided  by  overscrupulous  officials  whose 
memories  of  their  own  youthful  frivolities  have  faded 
out.  A  sense  of  personal  responsibility  is  the  best  pos- 
sible check  upon  conduct.  Hearty  comradeship  accom- 
panied by  mutual  respect  and  confidence  is  the  key 
to  successful  supervision. 

SOCIAL   GROUPINGS 

The  social  groupings  of  young  people  are  worthy  of 
considerable  attention.  These  groupings  are  dependent 
somewhat  upon  the  spontaneous  interests  of  these  years. 
These  interests  determine  largely  one's  associates.  Per- 
sons in  the  same  classes  at  school  and  college,  or  in  the 
same  office,  store,  or  factory;  members  of  the  same 
club  or  fraternal  order,  mutual  experience  or  acquaint- 
ances, those  living  in  the  same  section  of  the  commun- 


WITH  YOUNG  PEOPLE  59 

ity — such  factors  as  these  generally  determine  the  group 
in  which  one  naturally  finds  his  place. 

Within  this  larger  group  are  elements  which  tend  to 
estabhsh  the  closer  social  relations.  Persons  who  like 
the  same  things,  those  having  similar  standards  of  con- 
duct or  goals  of  achievement,  naturally  tend  to  get 
together— ''Birds  of  a  feather."  The  kinds  of  activities 
both  recreational  and  service  which  will  attract  these 
groups  will  differ  in  much  the  same  way  as  the  groups 
themselves  differ,  though  there  are,  of  course,  some  ac- 
tivities having  a  common  interest  for  all  groups. 

Typical  groups. — In  addition  to  the  groupings  indi- 
cated above,  there  is  the  separation  of  young  people 
because  of  their  living  in  a  rural  community  or  in  the 
city.  Within  these  two  groups,  rural  and  city,  there  are 
those  who  have  more  or  less  leisure  time.  They  have 
finished  school  or  college  and  have  not  assumed  the  re- 
sponsibilities of  mature  life  either  as  bread-winner  or 
home-builder.  Some  care  for  the  home,  for  aged  parents; 
others  look  after  those  who  are  younger,  or  for  the  sick 
members  of  their  family.  There  are  college  students , 
many  of  whom  are  serious-minded,  earnest  young  per- 
sons who  are  taking  college  work  as  a  matter  of  prepara- 
tion for  lifework,  some  who  have  gone  for  fun  or  to 
"make  the  team,"  others  for  business  and  social  con- 
tacts.   Each  of  these  tends  to  form  a  social  group. 

There  is  a  group  of  persons  whom  we  may  call  the 
industrial  group.  These  work,  some  with  their  brains 
in  schools  and  offices,  others  with  their  muscles  in 
factory,  shop,  or  farm,  or  in  the  great  group  called 
^^  unskilled. ^^ 

The  common  interests  of  groups. — It  is  clear 
that,  however  different  in  race,  color,  or  education,  these 
groups  have  certain  common  interests,  aspirations,  and 


6o  HANDBOOK  FOR  WORKERS 

needs,  though  their  social  and  recreational  activities 
may  differ  more  or  less.  It  is  clear  that  common  inter- 
ests are  such  only  in  general  idea.  Each  person  has  his 
own  idea  of  a  home.  The  interest  is  common.  The 
details  always  differ.  Such  topics  provide  an  interesting, 
often  very  profitable  discussion.  Practically  all  of  them 
have  the  common  interests  of — 

Home  (where  one  lives — the  future  home  which  one  is  to 
establish). 

Friends  (the  circle  of  one's  acquaintanceship  and  the 
more  intimate  friendships,  looking  perhaps  toward  mar- 
riage). 

Education  (training  for  lifework;  all  other  cultural 
values). 

Finance  (earning  one's  way,  investments,  offerings). 

Occupation  (in  the  home,  the  church,  the  community, 
and  vocational). 

Clothes  (making  a  good  appearance). 

Good  Times  (developing  social  life,  fun,  all  recreational 
activities) . 

Personal  Accomplishment  (skill  in  some  field  of  ac- 
tivity, as  athletics,  debate,  music,  art,  conversation, 
leadership) . 

Philosophy  of  Life  (including  knowledge  of  and  expe- 
rience in  religion). 

There  is  a  vast  range  of  individual  interests  which  can- 
not, of  course,  be  treated  here.  These  interests  will 
modify  the  social  contacts,  the  recreational  activities, 
the  ideals  and  aspirations,  the  use  of  leisure  time  and 
the  character  of  the  services  rendered  by  the  person 
involved. 

The  common  ground  of  interest  makes  possible  the 
grouping  of  young  people  in  fairly  large  bodies  for  the 
social  activities  and  discussions  involving  these  common 


WITH  YOUNG  PEOPLE  6i 

interests.  Such  occasions  afford  a  splendid  time  for  the 
presentation  of  vocational,  recreational,  financial,  and 
social  problems,  opportunities  and  principles.  But  no 
such  occasion  should  end  without  having  provided  for 
individual  discussion  in  the  smaller  groups. 

Individual  interests. — Any  complete  plan  for  social 
activities  will  seek  also  to  provide  a  place  in  which  the 
individual  young  people  desirous  of  developing  special 
skills  may  have  the  opportunity  to  try  themselves  out 
while  affording  pleasure  and  profit  to  others.  We  have 
often  failed  by  trying  to  secure  a  "big  crowd"  for  some 
of  our  social  affairs. 

A  group  of  young  people  afforded  opportunity  to  each 
of  their  number  to  present  his  own  particular  fad  or 
interest.  Among  these  was  a  young  man  of  Italian  ex- 
traction, utterly  untrained,  but  thoroughly  interested  in 
oil  painting.  In  presenting  his  interest  there  was  some 
amusement  at  the  crude  result  of  his  efforts,  but  both 
enlightenment  and  appreciation  because  of  his  knowl- 
edge of  pigments,  color  assembly,  and  the  mechanics  of 
picture  painting.  The  range  of  interests  represented  in 
the  small  group  was  amazing — the  keen  enthusiasm  of 
the  one  presenting  his  own  cause,  the  immediate  re- 
sponse of  his  listeners;  the  fine  spirit  of  comradeship 
developed  was  delightful  to  them  all.  Several  indifferent 
ones  were  stimulated  into  personal  interest  and  activity. 

THE   WAY   OUT 

Home  recreation. — The  change  in  the  character  as 
well  as  the  atmosphere  of  very  many  American  homes 
has  created  a  social  situation  demanding  most  careful 
attention  on  the  part  of  the  church.  Much  less  oppor- 
tunity is  afforded  some  of  our  young  people  for  enter- 
taining in  their  homes  than  was  the  case  when  more 


62  HANDBOOK  FOR  WORKERS 

space  and  home  attractions  were  available.  This  has 
resulted  largely  in  the  necessity  of  making  social  con- 
tacts in  other  places,  such  as  the  theater,  amusement 
park,  and  social  centers  of  various  kinds.  The  simple 
joys  of  simple  times  have  disappeared  in  the  complexity 
of  modern  Hfe.  The  widespread  movement  for  improving 
home  conditions  and  the  very  noticeable  improvement 
along  this  hne  is  happily  beginning  to  correct  this  con- 
dition. Until  it  is  corrected,  however,  wholesome  sub- 
stitutes for  the  home  must  be  provided  where  young 
men  and  young  women  can  freely  mingle  and  where  the 
forms  of  entertainment  are  both  interesting  and  satis- 
fying. 

Boarding-house  recreation. — Young  people  living 
in  boarding  houses  have  almost  no  provision  made  for 
their  social  and  recreational  needs,  except  by  commer- 
cial and  often  vicious  interests.  The  loneliness  and 
consequent  moral  danger  of  such  persons  cannot  be  un- 
derstood by  those  who  have  not  experienced  such  con- 
ditions. In  Akron,  Ohio,  during  a  three-months  period, 
more  than  ten  thousand  young  men  flooded  in,  occupy- 
ing the  boarding  houses  and  hotels.  The  only  oppor- 
tunity for  social  hfe  which  these  men  had  was  what 
they  provided  for  themselves  or  that  which  they  could 
find  upon  the  street.  One  of  the  churches  set  about  to 
do  its  part  for  these  men  by  fitting  up  a  couple  of  rooms 
in  an  attractive  way,  providing  a  victrola,  books  and 
magazines  for  reading  purposes,  some  games,  and  com- 
fortable, attractive  furniture.  The  rooms  were  con- 
stantly open.  Occasionally  a  special  program  was 
provided  by  and  for  the  young  people.  Sunday  after- 
noons the  young  men  and  young  women  of  the  congre- 
gation greeted  the  young  men  in  those  friendly  quarters. 
A  cheap  but  substantial  evening  meal  was  provided  at 


WITH  YOUNG  PEOPLE  63 

cost.  During  the  supper  hour  the  group  was  invited  to 
stay  for  the  young  people's  meeting  and  evening  serv- 
ice. The  church  received  in  return  the  loyalty,  active 
support,  and  appreciation  of  these  young  people.  The 
contribution  made  to  them  was  of  incalculable  value. 

In  an  Eastern  city  a  survey  disclosed  the  fact  that 
there  were  thirty  thousand  young  women  in  boarding 
houses  whose  only  opportunity  for  social  life  was  what 
they  purchased.  It  was  not  even  possible  for  them  to 
entertain  their  young  men  friends  in  the  houses  where 
they  lived  except  under  embarrassing  and  obnoxious 
observation  and  comment. 

A  group  of  young  people  in  Cleveland,  Ohio,  visited 
the  boarding  houses  within  ten  blocks  of  their  church 
and  made  the  acquaintance  of  the  boarding  house  mis- 
tresses and  the  persons  occupying  the  houses.  The 
latter  were  invited  to  visit  the  church  and,  if  found 
acceptable,  to  make  it  their  church  home  so  long  as 
they  remained  in  the  city.  Those  of  different  denomi- 
national choice  were  urged  to  attend  their  own  church. 
Monthly  visits  were  made  to  the  houses  to  learn  if  any 
change  in  the  personnel  had  been  made.  The  follow-up 
work  of  those  who  moved  away  was  carried  on  as  far  as 
practical. 

Careful  attention  to  the  local  boarding-house  condi- 
tions and  inmates  is  a  service  which  very  many  of  our 
churches  might  with  profit  assign  to  their  young  peo- 
ple's department. 

Reading. — There  is  a  rapidly  increasing  mass  of 
reading  material  offered  in  bookstore  and  library.  Some 
of  it  is  inconceivably  bad,  and  a  great  deal  of  it  destruc- 
tive and  vicious  in  its  influence.  False  presentations  of 
life's  m4»st  sacred  relationships  are  pictured  in  word  and 
illustration.    Social,  intellectual,  and  spiritual  tragedies 


64  HANDBOOK  FOR  WORKERS 

are  made  common  property  and  thus  robbed  of  their 
significance.  Many  of  the  better  magazines  found  in 
our  homes  portray  on  their  covers  some  form  of  physi- 
cal contact  as  if  these  were  the  normal  inter-sex  rela- 
tions. Many  of  the  accepted  weeklies  as  well  as  month- 
lies are  "irreligious,  nonreligious,  and  increasingly 
profane."  The  time-honored  virtues,  while  not  openly 
held  up  to  scorn,  are  quietly  relegated  to  ancient  times 
with  the  implication  that  "freedom"  is  the  order  of  the 
day.  What  has  been  called  "obstetrical  literature"  finds 
its  way  into  the  hands  of  many  young  persons.  The 
press  as  a  vital  influence  in  the  life  of  youth  has  never 
really  caught  the  imagination  of  the  church.  Many  of 
our  church  papers  are  so  filled  with  platitudes  and  self- 
written  reports  of  pastoral  successes  that  red-blooded 
young  people  will  have  nothing  to  do  with  them.  Until 
the  church  awakes  to  its  opportunity  and  provides  for  this 
natural  and  worthy  demand,  many  of  our  young  people 
will  continue  to  find  their  social  and  ethical  standards  in 
unworthy  and  destructive  literature.  Observation  of  the 
magazines  found  in  the  hands  of  young  persons  on  train 
or  trolley  will  indicate  how  widespread  is  the  habit  of 
reading  this  stuff. 

Gambling. — ^The  mania  for  gambling  in  various  forms 
is  very  widespread.  The  number  of  high-school  and 
college  students  who  bet  on  their  teams  is  amazingly 
large,  even  though  the  individual  bet  may  be  small.  It 
is  practically  impossible  to  ascertain  the  number  of  per- 
sons who  "play  the  ponies."  The  bridge  fiends,  domino 
sharks,  betting  against  the  stock  market  on  the  marginal 
basis — all  of  these  are  indications  of  a  desire  to  get 
something  for  nothing.  Though  they  evidence  a  type 
of  moral  weakness,  they  must  be  reckoned  with  in  deal- 
ing with  the  social  activities  of  young  persons. 


WITH  YOUNG  PEOPLE  65 

Sportsmanship. — Dishonest  athletics  is  another 
phase  of  the  same  gambHng  spirit.  Anything  to  win 
at  play  very  easily  develops  into  anything  for  divi- 
dends in  business.  Many  teams  are  coached  on  the 
basis  of  winning  the  game  rather  than  on  the  basis  of 
good  sportsmanship.  The  coach  in  a  certain  institu- 
tion set  up  as  his  slogan  for  the  teams  under  his  super- 
vision, "Win  if  you  can,  lose  if  you  must;  but  be  a  man." 
It  is  not  surprising  that  opposing  teams  increasingly 
requested  that  games  be  played  on  the  field  presided 
over  by  such  a  coach. 

Sportsmanship  and  gambling  conditions  are  steadily 
improving.  The  battle,  however,  is  not  yet  won.  The 
rapid  increase  of  recreational  fields  provided  by  com- 
munities, and  by  industrial  concerns,  the  spread  of  inter- 
Sunday  school,  inter-school,  inter-everything  athletic 
contests  necessitates  most  careful  supervision  on  the 
part  of  all  who  have  at  heart  improving  the  standards 
of  sportsmanship  and  of  social  and  recreational  con- 
duct. 

Undesirable  recreation. — ^The  question  of  the  pro- 
prieties of  the  theater,  the  card  party,  and  the  dance 
greatly  disturbs  many  thoughtful  persons.  The  apostolic 
injunction  to  "overcome  evil  with  good"  is  particularly 
applicable  in  these  matters.  Denunciation  and  prohibi- 
tion have  proved  of  comparatively  little  value  in  cor- 
recting evils.  A  substitute  program  is  the  only  sure 
line  of  defense.  In  discussing  these  matters  with  young 
folks  one  may  with  propriety  present  standards  of 
recreational  choice.  Having  established  these  in  their 
minds  and  having  given  to  them  the  results  of  the  ex- 
periences of  the  years  in  relation  to  questionable  forms 
of  recreational  activity,  if  activities  meeting  correct 
standards  are  provided,  it  will  be  found  that  young 


66  HANDBOOK  FOR  WORKERS 

people  are  naturally  clean,  wholesome,  and  desirous  of 
doing  the  right. 

FIELDS   OF  RECREATIONAL  ACTIVITIES 

No  attempt  can  be  made  here  to  classify  the  forms 
of  social  and  recreational  activity  now  in  use.  In  the 
following  fields,  however,  will  be  found  much  of  inter- 
est and  help  in  solving  this  recreational  problem  in  any 
local  situations. 

Athletics. — In  this  field  it  is  preferable  to  choose  those 
games  which  afford  opportunity  for  the  largest  number 
of  participants.  The  purpose  of  athletic  activities  is  to 
get  as  many  as  possible  into  the  game  so  that  all  may 
receive  the  benefits  of  participation. 

Dramatics. — The  dramatic  instinct  is  found  early  in 
life.  At  perhaps  no  time  is  greater  interest  evidenced 
or  greater  desire  shown  to  put  on  dramatic  entertain- 
ments than  during  the  years  of  later  adolescence.  The 
materials  available  in  this  field  afford  a  wide  range  of 
choice  and  a  splendid  opportunity  for  education  and 
entertainment.  With  some  groups  debates,  forums, 
mock  trials,  and  the  like  will  arouse  great  enthusiasm. 

Inter-class,  inter-department,  inter-church  activi- 
ties.— These  stimulate  loyalty  and  enlarge  acquaintance 
and  appreciation.  Sometimes  the  various  campaigns  of 
the  community  give  the  young  people  of  different  de- 
nominations large  opportunity  for  social  relations  in  the 
making  of  surveys,  tabulating  of  results,  or  carrying 
out  of  some  plan  of  community  betterment.  In  all  kinds 
of  inter-group  activities,  care  must  be  exercised  that 
the  purpose  shall  be  clear,  the  goal  worthy,  and  the 
methods  fair  to  all. 

Service  activities. — ^Association  of  classes,  depart- 
ments, and  churches  in  service  activity  programs  is  of  real 


WITH  YOUNG  PEOPLE  67 

value.  It  teaches  team  play,  provides  happy  acquaint- 
ances, and  promotes  cooperation  of  the  Christian  forces. 
No  really  aggressive  program  will  lack  this  feature. 
Whatever  the  Une  and  however  great  the  expenditure 
of  time  and  energy,  the  enthusiasm  and  passion  for 
play  is  here  transformed  into  the  enthusiasm  and  pas- 
sion for  work. 

Camping. — "One  finds  himself  healthier  and  saner 
because  he  has  for  a  few  days  reverted  to  intimacy 
with  nature."  Few  recreational  activities  surpass  camp- 
ing in  value,  and  few  afford  more  attraction  to  the 
average  young  person  whether  he  be  in  rural,  city, 
college,  industrial,  or  leisure  group.  The  woods,  the 
streams,  the  outdoors  have  a  lure  for  us  all. 

An  increasing  number  of  local  churches,  districts,  and 
other  units  are  making  definite  provision  for  a  period 
of  summer  camping  for  the  young  people  connected 
therewith.  This  becomes  in  many  cases  a  vacation 
project.  Plans  of  winter  saving  for  the  summer  outing 
are  in  use.  Some  churches  finance  in  part  those  who 
could  not  go  otherwise.  In  some  instances  the  camps 
are  arranged  in  such  a  way  that  during  a  period  of  ten 
days  the  young  men  of  eighteen  to  twenty-four  are 
given  the  use  of  the  camp.  The  program  offered  them 
is  of  wide  range,  providing  during  morning  hours  courses 
of  instruction  in  the  Bible,  training  in  leadership,  and 
missions.  Recreational  activities  occupy  the  afternoon; 
inspiration  and  entertainment  characterize  the  evening 
camp  fire.  At  this  time  the  entire  program  of  the  insti- 
tution with  which  they  are  associated  is  presented  for 
their  discussion,  modification,  and  approval. 

Following  this  period  for  younger  people,  boys  of 
younger  years  are  assembled  in  the  same  place,  using 
the  same  equipment,  with  the  program  adapted  to  their 


68  HANDBOOK  FOR  WORKERS 

particular  needs  and  with  leadership  chosen  from  the 
preceding  camp,  as  far  as  practicable.  The  succeeding 
periods  are  divided  in  similar  fashion  for  the  young 
women  and  the  girls.  In  this  way  the  entire  adolescent 
group  is  provided  with  a  summer  outing  at  minimum 
expense,  with  maximum  value,  in  six  weeks'  time.  The 
church  thus  has  them  in  training,  and  therewith  is  pro- 
viding a  worthy  social  life. 

In  addition  to  these  camps  there  are  various  types  of 
summer  schools  of  methods,  institutes,  and  the  like 
which  afford  opportunity  for  healthful,  inspiring  recrea- 
tion. 

The  camp  outline  below  shows  the  general  plan  for  a 
camp  program.  It  may  be  varied  according  to  needs 
and  tastes.  However,  the  plan  of  having  something  of 
educational  value  in  the  morning  will  be  found  most 
desirable.  The  camp-fire  period  is  for  information,  in- 
struction, discussion,  inspiration,  challenge.  Vision  and 
devotion  should  follow. 

The  following  outline  shows  a  program  which  works 
successfully  in  church  camps: 


DAILY  SCHEDULE 

A.  M. 

6:30 

Reveille. 

6:3s 

Setting-up  Exercises. 

7:00 

Flag  Raising. 

7:15 

Mess. 

7:45 

Fatigue: 

(a)  Putting  camp  in  order. 

(6)  Arranging  tents. 

8:30 

Leaders'  Call  and  Recess. 

8:4s 

Inspection. 

9:00 

Bible  Study. 

WITH  YOUNG  PEOPLE  69 

9:50    Educational  Classes: 

(a)  Camp  Craft.     ^ 

(b)  Scout  Craft.  Or    any   other    desirable 


courses,    such   as   Mis- 
sions, Church  History. 


(c)  Wood  Craft. 

(d)  Nature  Study 

(e)  First  Aid. 
11:30    Church  Leadership. 

Sunday  School  Methods. 
Epworth  League  Methods. 

M. 

12:00    Recess. 


p.  M. 

12:15     Mess  and  rest  period. 
2  :oo    Athletics  and  organized  outdoor  activities. 
4  :oo    Swimming,  boating,  life  saving  instruction. 
6  :oo    Mess. 

7:00    Recreation  demonstration. 
7:30    Camp  Fire. 

Sttmts,  fun,  entertainment,  songs,  roasts,  stere- 
opticons. 
8 :45  Brief  devotional  and  inspirational  talk.  (This  pe- 
riod oifers  church  leaders  their  chance  to  im- 
part information  concerning  the  church  and  its 
program.) 
10:00    Taps  and  lights  out. 

One  of  the  problems  in  camp  is  the  Sunday  program. 
Do  not  conduct  the  same  daily  schedule.  Preserve  the 
atmosphere  of  the  Sabbath  day.  Yet  there  should  be  a 
wholesome  variety  of  activities  that  are  helpful  and  min- 
ister to  energetic  life.  Some  of  the  following  suggestions 
may  prove  helpful : 

I.  Attend  the  nearest  Sunday  school  and  church.  If 
this  is  impossible  arrange  for  Sunday  school  in  camp  and 
a  special  speaker  for  a  church  service  in  the  woods,  which 
were  God's  first  temple. 


70  HANDBOOK  FOR  WORKERS 

2.  Have  a  Bible  baseball  game  in  the  afternoon.  Di- 
vide the  camp  into  two  groups  with  a  captain  for  each. 
A  portion  of  the  Bible  is  chosen.  One  captain  asks  the 
opposing  side  a  question.  If  answered,  one  out  is  counted. 
Three  outs  changes  sides.  If  failure  to  answer  appears, 
one  run  for  the  questioning  side  is  recorded.  Fuller  de- 
tails are  given  on  page  380  of  Camp  and  Outing  Activities 
by  Cheley-Baker. 

3.  Conduct  a  Simday  afternoon  hike  to  some  point  of 
educational  interest. 

4.  Have  a  Bible  story  contest,  the  honor  going  to  the 
one  who  tells  most  effectively  a  Bible  story.  Four  or  five 
may  be  selected  for  the  contest. 

5.  Conduct  a  story  hour.  Secure  one  or  two  who  can 
tell  a  story  well.  Select  stories  that  have  purpose  and  are 
helpful.  Good  examples  are  "Servants  of  the  King," 
Speer;  'The  Lost  Boy,"  Van  Dyke;  'The  Story  of  the 
Other  Wise  Man,"  Van  Dyke;  "Story  of  Dan  McDonald," 
Hinkley;  "The  Lost  Word,"  Van  Dyke. 

6.  Have  a  Sunday  afternoon  or  evening  debating  club. 
Some  biblical  subject  may  be  chosen,  or  some  practical 
life  problem  in  ethics. 

7.  Arrange  for  a  Sunday  twilight  sing  by  the  lake 
shore  or  seaside  if  your  camp  is  by  the  water.  Go  out  on 
the  water  in  boats,  form  a  circle,  then  tmder  a  good 
leader  sing  some  of  the  old  familiar  hymns  as  twilight 
deepens  into  night.  Or  let  some  boy  tell  (briefly)  the 
story  of  the  book  he  is  reading. 

8.  After  the  sing  a  camp-fire  service  will  occupy  the 
evening.    The  following  are  good  topics  for  such  a  service : 

Stereopticon  on  missionary  work,  if  possible. 

In  Training. 

Obedience. 

Winning  Out. 

What's  Your  Goal? 

Physical  and  Moral  Courage. 

Self-Control. 


WITH  YOUNG  PEOPLE  71 

Loyalty  to  God  and  Country. 
Christian  Citizenship. 
Qualities  that  Win. 
Outside  Losses,  Inside  Gains. 
Making  Life  Count. 

SUGGESTIONS  FOR   EVENING  CAMP  FIRE  PROGRAMS 

I.  I.  Grand   Circle    Introduction.      Punishments   for 
failure.    See  below  for  detailed  description. 

2.  Game.  "Jack's  Alive."    See    Camp   and   Outing 

Activities*'  by  Cheley-Baker,  p.  9. 

3.  Songs. 

4.  Talk. 

II.  I.  Revel    of    Months.        See    detailed    description 
below. 

2.  Competitive  Races.    Cheley-Baker,  p.  116. 

3.  Talk— "Playing  the  Game." 

III.  I.  Mock  Track  Meet.    See  Cheley-Baker,  pp.  116- 

120. 
2.  Talk — "Keeping  in  Condition."    (Boys.) 
"Aims  Worth  While."     (Girls.) 

IV.  I.  Faculty  or  Leaders'  Night.    Both  humorous  and 

serious  numbers. 

2.  Favorite  hymns. 

3.  Short  prayer. 

V.  I.  Circus.    (Each  tent  provides  part  of  the  circus.) 

2.  Talk— "Having  a  Good  Time." 
VI.  I.  Other  possibilities  for  main  feature: 
(a)  Pageant. 

(6)  "Guess   what   it   is"    party.     See   below. 
Marshmallow  Toast. 

(c)  Indian  stories,  such  as  "How  Men  Found 

the  Great  Spirit,"  an  excellent  story  to 
be  found  in  Burr,  Around  the  Fire. 

(d)  Telling  the  Bible  stories  to  guess  the  hero 

or  heroine,  the  guesser  to  tell  another. 

(e)  Camp  Minstrels. 


72  HANDBOOK  FOR  WORKERS 

(f)  Mock  Trial. 

(g)  Mock  Surgical  Operation. 
(h)  Country  School. 

2.  Camp  Bakes: 

(a)  Hot  Dog  Roast. 

(b)  Bean  Bake. 

(c)  Potato  Bake. 

(d)  Marshmallow  Toast. 

For  further  ideas,  see  Cheley-Baker,  Camp 
and  Outing  Activities. 

3.  Songs. 

4.  Discussion  Subjects: 

(a)  "What  the  Camp  Has  Meant  to  Me." 

(6)  "What  We  Will  Do  When  We  Get  Back." 

*i.  Grand  Circle  Introduction.    Starting  at  one  point  in 

the  circle,  each  person  in  turn  says,  "My  name  is , 

and  I  know , ,"  etc.,  naming  from  memory  all  of 

the  persons  who  have  preceded  him  from  the  starting 
point.  Each  who  fails  in  this  memory  feat  must  do  for 
the  entertainment  of  all  what  his  left-hand  neighbor 
decrees. 

*2.  Revel  of  Months.  Organize  all  the  campers  accord- 
ing to  the  months  in  which  their  birthdays  fall.  Thus  in 
a  moment  you  will  have  twelve  groups.  Each  group 
must  perform  a  stunt  representative  of  its  month,  such 
as  a  May  pole  for  May,  a  wedding  procession  for  June, 
etc.  If  announcement  of  what  is  coming  is  made  pre- 
viously on  the  bulletin  board,  better  stunts  will  be  pre- 
sented. 

*3.  A  ''Guess  What  It  Is''  party  is  good  for  Saturday 
evening.  Give  notice  of  it  ahead  of  time.  Each  camper 
comes  to  the  fire  with  something  valueless  wrapped  in  a 
mysterious  package.  As  each  package  in  turn  is  placed 
on  the  fire  and  consumed  by  the  flames,  the  others  must 
attempt  to  guess  the  contents.  Those  whose  packages 
are  not  correctly  guessed  receive  the  exaggerated  obeisance 
of  the  others. 


WITH  YOUNG  PEOPLE  73 

STANDARDS   OF   CHOICE 

What  many  young  people  lack  is  some  standard  of 
choice  for  their  social  and  recreational  life.  Not  every 
adult  can  supply  this  need.  Of  course  we  can  state  the 
list  of  prohibitions  and  exceptions  and  all  that.  Young 
people  usually  depend  upon  their  own  judgments.  They 
do  not  always  accept  or  approve  the  traditional  atti- 
tudes. In  such  cases  a  practical  standard  is  of  great 
value.    It  does  not  coerce.    It  illuminates. 

In  offering  standards  of  choice  for  recreational  and 
social  activities  to  young  people,  the  following  tests 
have  been  found  helpful  and  constructive: 

1.  Will  I  return  to  my  occupation  physically  re- 
freshed and  invigorated? 

2.  Will  I  return  to  my  occupation  intellectually  alert 
and  aggressive? 

3.  Can  I  look  myself  squarely  in  the  eye  and  say 
"Your  moral  and  spiritual  sensibilities  are  untarnished"? 

Any  activity  that  will  meet  these  tests  may  safely  be 
offered  in  a  program  of  social  and  recreational  life  for 
young  people. 

SUMMARY 

The  Lord  of  Life  who  proclaimed  his  mission  as  that 
of  bringing  the  "abundant  life"  certainly  intended  that 
his  church  should  see  that  the  whole  of  Hfe  should  be 
served.  The  universal  and  time-honored  call  of  youth 
for  social  activities  must  be  heeded  by  the  church  of  the 
living  Christ. 

The  prime  requisite  is  that  the  activity  be  interesting 
to  young  people.  Then  a  service  and  a  social  activity 
become  one.  The  spirit  of  play  is  transformed  into  the 
spirit  of  interested  work. 

The  many  class  and  other  social  distinctions  fre- 


74  HANDBOOK  FOR  WORKERS 

quently  lose  their  power  to  divide  when  the  comrade- 
ship of  a  common  task  draws  individuals  or  groups  to- 
gether. In  the  challenge  to  join  in  planning  or  putting 
on  a  social  program  many  a  diffident  or  less  attractive 
one  finds  the  way  open  to  offer  the  word  or  quiet  service 
that  breaks  the  barriers  and  wins  approval  and  atten- 
tion. 

The  groups  which  naturally  get  together  have  some 
common  interest  as  the  uniting  bond.  It  is  essential 
that  these  various  interests  be  studied  and  provided  for 
if  the  groups  are  to  be  held.  The  church  must  again 
place  herself  at  the  center  of  all  young  life,  unless  she  is 
willing  that  some  other  than  religious  influences  shall 
dominate  that  life.  New  emphasis  must  be  given  to 
the  home  as  a  center  of  social  and  recreational  life. 
The  lives  of  those  whose  circumstances  necessitate 
their  living  in  boarding  houses  and  hotels  are  greatly 
in  need  of  social  opportunities.  The  problems  of  read- 
ing, gambling,  sportsmanship,  and  the  like  are  as  yet 
not  completely  solved. 

A  constructive  program  of  things  to  do  is  the  only 
practical  method  for  the  church  to  employ.  When  given 
practical  standards  of  choice  and  the  opportunity  to 
exercise  them,  young  people  are  found  to  prefer  the 
clean,  wholesome  social  activities.  In  so  many  cases 
the  church  has  attempted  to  "buy"  the  young  people 
by  making  certain  concessions  to  their  social  demands. 
The  "strings"  often  tied  to  such  proposals  have  not 
added  to  the  respect  and  confidence  of  young  people 
for  the  agency  using  those  methods.  The  church  has  a 
difficult  handicap  to  overcome.  It  may  require  a  whole 
generation  of  most  careful  workmanship  to  reestablish 
the  desired  relations. 

We  must  sit  down  in  earnest  council  on  this  whole 


WITH  YOUNG  PEOPLE  75 

matter.  Bishop  William  F.  McDowell  puts  it  thus: 
"Youth  will  crowd  in  when  you  consider  the  social  life 
you  propose  to  offer.  They  will  blister  you  with  scorn 
if  your  action  is  only  negative,  if  you  pride  yourselves 
only  on  what  you  forbid.  They  can  go  into  the  nearby 
villages  and  buy  themselves  the  victuals  of  social  life. 
You  can  send  them  away,  or  you  can  give  them  to  eat. 
You  can  lay  your  emphasis  upon  what  you  forbid,  and 
the  youth  of  the  world  will  pass  the  church  by;  or  you 
can  cause  them  to  sit  down,  you  can  provide  social  life 
for  them  as  for  youth,  not  as  for  adults,  and  go  far 
toward  holding  the  young  people  to  the  church.  The 
church  that  is  wise  toward  youth  will  shine  as  the 
stars.  "^ 

Topics  for  discussion: 

1.  The  attitude  of  young  people  to  recreational  stan- 
dards. 

2.  The  use  of  church  property  for  social  activities. 

3.  The  moral  values  of  play. 

4.  Desirable  standards  of  inter-sex  relations. 

5.  Sunday  afternoon  and  evening. 

Books  for  further  study: 

Addams — The  Spirit  of  Youth  and  the  City  Streets. 
Gates — Recreation  and  the  Church. 
Powell — Principles  of  Recreational  Leadership. 
Milne — The  Church  and  the  Young  Man^s  Game. 
Lee — Play  in  Education. 


1  Episcopal  Address  to  General  Conference  of    Methodist  Episcopal  Church, 
Des  Moines,  Iowa,  igao. 


76  HANDBOOK  FOR  WORKERS 

CHAPTER  V 
THE  YOUNG  PEOPLE'S  DEPARTMENT 

Organization  is  a  means  to  an  end.  As  such  it  may, 
and  frequently  should  be  changed.  Sometimes  one  finds 
schools,  churches,  communities,  even  governments,  hold- 
ing on  to  some  outworn  form  of  organization.  This  not 
only  clutters  up  the  path  of  progress;  it  frequently  pre- 
vents progress.  Outgrown  religious,  social,  educational 
machinery  belongs  on  the  "scrap-heap"  or  in  the  mu- 
seum as  certainly  as  antique  industrial  furnishings. 
New  occasions  not  only  teach  new  duties;  they  demand 
new  methods. 

Many  church  agencies  have  been  retained  out  of  mis- 
taken loyalty.  With  such  a  spirit  we  have  no  conflict. 
With  such  judgment  we  take  sharp  issue.  It  is  a  sign 
of  decay  when  support  and  loyalty  to  any  program  or 
agency  must  be  "whipped  up."  Service  does  not  always 
win  its  full  reward,  but  in  the  end  those  agencies  endure 
which  best  serve  and  which  most  surely  recognize  the 
necessity  for  change  to  meet  changing  conditions  and 
needs. 

PURPOSES  OF   ORGANIZATION 

In  the  report  of  the  Committee  on  the  War  and  the 
Religious  Outlook  the  statement  is  made  that  "We  need 
to  realize  more  clearly  that  the  Sunday  School  exists 
fundamentally  to  teach  the  meaning  of  the  Christian 
religion  and  to  train  in  the  Christian  way  of  living." 
People,  not  the  agencies  dealing  with  people;  characters, 
not  creeds,  are  the  ultimate  values.  The  "primacy  of 
human  values"  must  be  recognized  in  any  organization 


WITH  YOUNG  PEOPLE  77 

bearing  the  name  and  character  of  Christ.  The  purpose 
for  which  a  department  is  organized  is  not,  therefore,  to 
secure  some  banner,  or  other  standard-meeting  insignia; 
nor  is  it  in  order  to  help  the  Methodists  surpass  the 
Presbyterians  in  an  average  attendance  contest;  nor  to 
insure  to  the  Baptist  "Reds"  a  pork-and-bean  "ban- 
quet" at  the  expense  of  the  Congregational  "Blues." 
Organization  for  any  such  purposes  is,  if  not  actually 
unmoral,  at  least  ineffective  and  wasteful  of  religious 
and  educational  results.  Any  worthy  organization  for 
young  people  must  provide  a  means  by  which  Christian 
principles  may  be  made  an  effective  and  not  merely  a 
sentimental  part  of  everyday  life. 

In  this  day  of  restless  change  and  reorganization 
young  people  are  testing  out  the  forms  of  organization 
promoted  by  the  church  not  on  the  basis  of  their  an- 
tiquity but  by  their  reality,  by  their  capacity  to  minis- 
ter to  the  vital  needs  of  human  Hfe. 

Any  worthy  church  organization  dealing  with  young 
people  must — 

Develop  good  Christian  character. — This  implies 
the  recognition  of  the  fact  that  Christian  character 
does  not  mean  the  same  for  all  persons  in  all  places. 
The  reformed  prodigal  may  not  be  held  to  the  same 
standard  as  he  who  has  received  protection  and  careful 
training  all  his  days. 

Further,  Christian  character  does  not  mean  the  same 
for  all  ages  or  groups.  The  niceties  of  ethical  distinction 
come  with  the  mental  capacity  to  make  the  distinction. 
The  child  of  six  has  an  idea  of  property  rights  quite 
different  from  that  of  the  man  of  twenty.  Each  may 
possess  a  Christian  character. 

Establish  a  Christian  master  motive. — The  only 
permanent  life  value  is  its  master  motive.    Life  inevit- 


78  HANDBOOK  FOR  WORKERS 

ably  organizes  itself  about  the  master  motive.  The 
man  whose  chief  desire  is  the  acquisition  of  wealth 
turns  his  whole  life  current  in  that  direction.  The 
youth  who  wants  to  "make  the  team"  will  spend  hours 
of  practice  to  that  end.  The  woman  determined  upon 
social  leadership  arranges  all  her  affairs  so  that  she  may 
attain  her  goal.  Master  motives  may  be  Christian  or 
anti-Christian.  Individuals  and  groups  must  have 
training  in  right  motives.  This  will  become  habitual 
and  develop  the  Christian  master  motive.  (Some  meth- 
ods of  establishing  desirable  master  motives  will  be 
found  in  Chapter  VIII.) 

Develop  right  motives  for  individual  and  group 
action. — "The  young  women's  class  gave  fifty-six  cents 
more  than  our  class  to-day.  Let's  beat  them  next 
Sunday." 

"If  I  go  two  more  Sundays  I'll  get  a  gold  bar." 

"We  need  a  good  catcher;  let's  see  if  ^Chuck'  Smith 
won't  join  our  class  for  the  summer  anyhow." 

"The  Presbyterians  have  just  put  on  some  evening 
classes  in  English  for  the  Italians.  We  must  do  some- 
thing too  or  everybody  will  think  we're  dead  over  here." 

The  whole  subject  of  motives  in  relation  to  the  work 
of  the  Church  of  Christ  is  in  need  of  serious  considera- 
tion. In  many  instances  the  motive  used  in  accom- 
plishing desirable  ends  in  church  work  is  not  one  we 
could  wish  to  have  become  a  permanent  impulse  in  the 
lives  of  those  with  whom  it  is  employed.  Certain 
methods  of  obtaining  funds  for  benevolent  purposes, 
of  winning  contests  and  the  like  are  direct  results  of 
having  stimulated  wrong  motives.  "Out  of  the  heart 
are  the  issues  of  life." 

The  present  general  arraignment  of  the  organized 
church  is  as  much  a  challenge  of  the  motives  taught  as 


WITH  YOUNG  PEOPLE  79 

of  the  methods  employed.  It  is  not  difficult  to  note 
discrepancies  between  the  motives  sometimes  taught  by 
morally  careless  religious  teachers  and  the  pure  white 
motives  so  earnestly  emphasized  by  the  great  Teacher. 

Provide  for  training  in  leadership  and  in  coopera- 
tion.— Any  institution  that  fails  to  provide  for  its 
own  future  is  bound  to  come  to  an  end.  Too  long  the 
church  and  Sunday  school  have  delayed  in  the  develop- 
ment of  training  methods  for  their  own  leadership.  The 
present  dearth  of  trained  workers  attests  the  short- 
sightedness of  such  neglect. 

Not  all  can  be  leaders.  There  must  be  the  develop- 
ment of  the  spirit  of  cooperation  between  individuals, 
classes,  departments,  churches,  communities,  and  na- 
tions. 

Provide  opportunity  for  planning  programs, 
choosing  objectives,  determining  methods. — The 
development  of  right  motives  is  possible  only  when 
individuals  or  groups  have  the  opportunity  to  make  a 
choice.  Initiative  and  responsibility  are  essential  in  ar- 
ranging and  executing  programs.  Character  is  formed 
in  action.  There  is  always  the  danger  in  this  demo- 
cratic procedure  that  individuals  or  groups  may  make  a 
wrong  choice.  If  anything  like  sympathetic  and  intel- 
ligent supervision  is  afforded  a  young  people's  group, 
few  if  any  serious  errors  in  choice  will  occur.  On  the 
other  hand,  individual  and  group  motives  will  be 
strengthened  and  Christianized. 

Insure  increased  knowledge  of  and  interest  in 
the  Kingdom. — Consecrated  ignorance  finds  no  place 
or  part  in  the  program  of  the  Christian  religion.  Full 
and  accurate  information  is  the  right  of  intelligent 
young  people.  An  organization  for  young  people  whose 
program  makes  no  provision  for  presenting  the  facts. 


8o  HANDBOOK  FOR  WORKERS 

enlarging  the  vision,  sounding  the  challenge,  fails  to 
harness  the  power  developed  to  the  load  to  be  pulled. 
It  may  justly  offer  no  complaint  when  active,  intelli- 
gent young  people  turn  from  it  to  less  worthy  causes 
which  afford  information,  challenge,  and  opportunity 
for  actual  service.  Missions,  good  citizenship,  dramati- 
zation, history,  etc.,  in  class  or  opening  service  increase 
the  range  of  information  and  interest.  Personal  con- 
tacts with  foreigners  and  others  who  present  opportuni- 
ties for  service  make  possible  direct  and  pertinent 
appeals  for  service. 

Provide  for  the  whole  range  of  life  interests. — 
Not  all  persons  in  a  group  will  be  interested  in  the  same 
thing.  Sufficient  variety  and  breadth  of  program  must 
be  provided  so  that  each  will  find  some  measure  of  at- 
tention given  to  the  special  interest  which  is  his.  Thus, 
too,  common  interests  may  be  discovered  and  developed. 

Also  the  various  sides  of  Hfe,  social,  physical,  intel- 
lectual, as  well  as  spiritual,  must  find  worthy  place  and 
adequate  attention  if  young  life  is  to  be  fully  served. 

PRINCIPLES   OF   ORGANIZATION 

The  underlying  principles  of  a  church  organization 
are  obvious. 

Clear  aim. — There  must  be  a  clear  conception  of  the 
aim  or  goal  of  the  organization. 

Aim  determines  both  materials  and  methods.  Many 
organizations  lack  an  aim.  They  can  therefore  have  no 
consistent  program.  So  they  die.  To  shoot  an  arrow  into 
the  air  may  be  good  poetic  fancy,  but  it  holds  no  lure 
for  a  group  of  twentieth-century  young  people.  When 
the  bUnd  lead  the  blind  the  ditch  is  inevitable. 

To  organize  just  for  the  sake  of  organizing  is  utterly 
frivolous.     Organizations  are  intended   to  accomplish 


WITH  YOUNG  PEOPLE  8i 

something.      If  there's   nothing    to   be   done,    do   not 
organize. 

Clear  functions. — There  must  be  a  clear  conception 
of  the  function  of  each  officer  and  teacher. 

Overlapping,  duphcation,  overlooking,  friction,  are 
attendant  evils  when  officers  do  not  know  for  what 
they  are  to  be  held  responsible  by  the  body  electing 
them. 

Accountability  of  officers. — The  body  appointing  or 
electing  officers  should  require  a  regular  and  full  ac- 
counting of  their  stewardship. 

This  will  serve  both  as  a  check  upon  the  effectiveness 
of  the  officers  and  as  a  means  of  educating  the  entire 
body  concerning  the  nature,  the  extent,  and  the  needs 
of  the  organization's  work. 

General  officer  with  helpers. — There  must  be  a 
central  officer  with  power  commensurate  with  his  re- 
sponsibiUties,  and  a  group  of  associates  trained  or  in 
training  for  their  tasks. 

This  group  is  responsible  to  the  central  officer,  who 
in  turn  is  responsible  to  the  organization. 

Regular  test. — There  must  be  a  regular  and  thorough 
testing  of  the  organization  and  its  product. 

This  necessitates  the  keeping  of  careful  records.  The 
carelessness,  indifference,  even  aversion  regarding  rec- 
ords shown  by  some  organizations  lead  to  two  ques- 
tions: Is  there  nothing  worthy  to  record,  or  is  there 
something  to  conceal? 

Business  cannot  be  successfully  run  in  a  haphazard 
way.    "The  King's  Business"  is  no  exception. 

The  tests  should  be  appHed  frequently  enough  to 
keep  officers  and  members  on  the  alert.  Whatever  facts 
the  test  may  disclose  should  be  met  fearlessly  and  the 
necessary  action  taken. 


82  HANDBOOK  FOR  WORKERS 

Cooperation. — There  must  be  the  cooperation  essen- 
tial to  organizational  well-being. 

The  whole  is  greater  than  any  of  its  parts.  Any 
effective  young  people's  department  will  secure  not  only 
cooperation  among  its  own  members  and  classes,  but 
will  itself  cooperate  with  the  entire  school,  the  church, 
other  young  people's  groups,  other  churches,  and  with 
the  community. 

THE  TESTS  OF   ORGANIZATION 

Product  the  test. — The  test  of  a  factory  is  not  the 
equipment,  not  the  personnel,  not  the  character  of  its 
officers,  not  the  up-to-the-minute  machinery  it  con- 
tains. The  test  of  the  whole  factory  is  its  product.  To 
every  agency  attempting  to  do  business  in  or  through 
the  church  it  is  proper  to  apply  the  test  of  product  in 
terms  of  human  values. 

Remembering  that  "the  work  is  not  to  be  judged  till 
sundown,"  each  organization  for  young  people  should 
satisfactorily  meet  these  tests: 

Pupil  participation. — Is  there  provision  for  purpose- 
ful pupil  participation  in  all  hfe  interests? 

Watching  older  persons  do  things  will  no  more  de- 
velop leadership  or  stimulate  right  choices  than  will  the 
putting  of  young  men  on  the  grandstand  make  good 
baseball  players.    We  learn  to  do  by  doing. 

Supervision. — Does  it  have  proper  supervision? 

One  of  the  most  important,  often  most  difficult  pro- 
visions to  make  is  that  of  inspiring  sympathetic  adult 
supervision  of  young  people.  Yet  such  supervision  is  a 
practical  necessity. 

Natural  grouping. — Is  the  grouping  natural? 

The  necessity  for  including  all  and  only  such  as  nat- 
urally belong  in  the  kind  of  organization  provided  is 


WITH  YOUNG  PEOPLE  83 

obvious.  Failure  at  this  point  has  been  the  contribut- 
ing cause  of  very  many  failures  of  organizations  for 
young  people. 

Democracy. — Does  democracy  prevail? 

The  demand  of  young  people  is  to  have  their  own 
place  and  part  in  the  larger  plans  of  the  church.  Within 
their  own  organization  the  will  of  the  majority  must 
prevail.  The  right  of  the  minority  to  be  heard  must  be 
recognized.  In  the  relationship  of  adults  to  this  group 
both  these  principles  must  be  accepted  if  the  organized 
life  is  to  function. 

Right  attitudes. — Does  the  organization  program  pro- 
duce right  attitudes? 

The  test  of  life  is  living.  The  mere  possession  of  data 
is  not  wisdom.  If  the  life  is  being  properly  enriched  and 
trained,  its  instinctive  and  habitual  attitudes  in  any 
case  will  be  right  and  true.  The  organization  fulfilling 
this  test  may  well  be  approved. 

It  is  stated  that  when  the  report  of  the  Battle  of 
Breed's,  or  Bunker  Hill,  was  brought  to  General  Wash- 
ington, he  did  not  ask  who  had  been  victorious,  nor  for 
the  casualties,  nor  for  the  territorial  gain.  His  per- 
tinent question  was,  ''Did  the  troops  stand  fire?" 

THE   PRESENT  SITUATION 

Thoughtful  men  and  women  are  viewing  with  in- 
creasing concern  the  multiplicity  of  organizations  both 
within  and  without  the  church  which  are  bidding  for 
the  time,  attention,  loyalty,  and  support  of  our  young 
people.  Very  many  young  people,  especially  the  young 
men,  are  turning  aside  from  the  church  to  find  their 
satisfactions.  Of  those  who  remain,  it  is  the  faithful 
few  who  make  up  the  backbone  of  most  of  the  young 
people's  organizations.    It  is  upon  these  generally  over- 


84  HANDBOOK  FOR  WORKERS 

worked  few  that  pastors,  superintendents,  central 
offices,  and  the  like  depend  for  the  maintenance  of 
"meetings,"  carrying  on  of  "programs,"  and  the  occa- 
sional "spurts"  of  various  kinds. 

Overlapping. — That  no  great  loyalty  to  the  church 
as  such  has  characterized  the  work  of  some  of  these 
agencies  is  well  known.  Others  have  developed  loyalty 
to  the  central-office  plans  whether  these  be  in  harmony 
with  the  program  of  the  home  church  or  not.  Con- 
stant conffict,  overlapping,  duplications,  jealousy  are 
not  uncommon. 

A  general  church  commission  recently  set  out  to 
study  the  situation  in  their  own  denomination.  Off 
hand,  the  members  present  named  some  thirty  different 
organizations  in  the  local  church  which  were  attempt- 
ing to  do  business  with  young  people. 

The  judgment  of  young  people. — In  this  day  of 
scientific  efficiency,  of  route  schedules,  of  waste  elim- 
ination, such  conditions  in  the  business  of  the  Kingdom 
are  intolerable.  The  more  especially,  since  the  young  peo- 
ple who  are  directing  the  efficiency  bureaus  and  person- 
nel departments  in  the  commercial  and  industrial  worlds 
are  the  very  same  ones  before  whom  the  church  stands 
convicted  of  unnecessary  waste,  if  not  worse.  It  is  not 
altogether  strange  that  many  young  men  and  women 
of  our  day,  with  their  insistent  demand  for  reality  and 
their  love  of  truth,  are  not  willing  to  become  part  of 
such  chaos.  The  business  standards  of  the  kingdom  of 
God  should  be  such  as  to  command  the  instinctive  hom- 
age of  healthy  young  minds.  It  is  a  serious  question 
whether  the  organizations  attempting  to  deal  with 
young  people  can  longer  call  themselves  Christian  and 
refuse  in  thought,  word,  or  deed  to  get  together. 

A  natural  result. — The  present  situation  is  a  nat- 


WITH  YOUNG  PEOPLE  85 

ural  result  of  past  conditions.  Godly  men  and  women 
developed  means  and  methods  to  provide  for  untouched 
groups  and  unmet  needs.  As  vision  came  each  agency 
enlarged  its  scope  and  extended  its  powers.  Healthy 
growth  has  produced  the  condition.  The  present  situa- 
tion must  not  be  permitted  to  continue. 

It  is  almost  hopeless  to  look  for  relief  from  the  cen- 
tral offices  until  sufficient  general  church  pressure  is 
brought  to  bear  upon  them.  There  are  offices,  preroga- 
tives, traditions,  finances,  history,  time-honored  loyal- 
ties, and  sentiment  to  be  considered.  History  indicates 
that  most  reforms  have  come  from  the  sufferers.  The 
local  church  has  a  way  out. 

THE  YOUNG  PEOPLE'S  DEPARTMENT  OF  THE  CHURCH 

Some  time  since,  the  Sunday  School  Council  of  Evan- 
gelical Denominations  suggested  to  the  churches  that 
there  be  formed  ^^one  all-inclusive  organization^'  for  each 
age  group  in  the  church.  Ultimately  the  churches  will 
attain  this  ideal.  Meanwhile  there  are  many  practical 
difficulties  to  be  overcome. 

Membership. — The  Young  People's  Department  of 
the  church  includes  all  the  young  people  in  the  con- 
stituency of  approximately  eighteen  to  twenty-four  years 
of  age.  These  have  a  sense  of  separateness  from  those 
of  younger  years,  and  a  feeling  of  difference  from  those 
who  have  taken  on  the  responsibilities  and  obligations  of 
adulthood.  Flexibility  in  age  limits  is  essential.  Many 
young  persons  under  twenty-four  are  married.  Others 
are  engaged  or  have  otherwise  assumed  adult  relation- 
ships and  responsibilities.  Many  who  have  passed 
twenty-four  are  yet  in  the  later  adolescent  stage.  Some 
persons  at  seventeen  or  less  are  high-school  graduates, 
earning  their  own  way,  or  otherwise  advanced  so  as  to 


86  HANDBOOK  FOR  WORKERS 

belong  in  this  group.  The  range  of  six  years  (i8  to  24) 
makes  necessary  the  careful  separation  of  the  group 
from  immature  youths  and  from  fully  matured  adults. 
Many  young  people's  classes  and  societies  have  been 
made  unattractive  to  young  people  because  of  the 
presence  and  participation  of  older  persons.  Member- 
ship in  the  department  should  be  automatic.  Anyone 
of  requisite  age  or  condition  is  in  the  group  by  virtue  of 
being  in  the  local  church  constituency.  Membership  in 
the  department  ceases  automatically  when  one  advances 
to  the  years  or  state  of  adulthood.  They  pass  on  to  the 
adult  classes,  young  married  people's  club,  men's  club, 
and  similar  groups. 

The  council. — One  of  the  important  factors  of  the 
Young  People's  Department  is  the  Council.  It  is  com- 
posed of  the  active  ofi&cers,  chairmen  of  standing  com- 
mittees, and  representatives  from  each  young  people's 
organization  in  the  local  church.  The  pastor,  the  de- 
partment superintendent  or  counselor,  and  the  director 
of  religious  education  should  be  ex  officio  members  of 
the  Council. 

The  business  of  the  Council  is  to  coordinate  the  work 
of  the  department  with  the  work  of  the  church  and 
community,  and  to  see  that  the  department  does  some- 
thing in  the  more  extended  work  of  the  denomination. 
It  is  the  general  supervisory  body. 

The  Council  should  see  that  the  department  is  rep- 
resented by  some  active  member(s)  on  the  standing 
committees  or  boards  of  the  local  church.  This  insures 
information,  consideration,  and  training. 

In  the  larger  number  of  churches  certain  practical 
measures  must  be  taken  by  the  Council  when  there  are 
several  already  existing  organizations  dealing  with  the 
young  people: 


WITH  YOUNG  PEOPLE  87 

1.  Declare  all  the  young  people  of  the  church  to 
be  members  of  the  Young  People's  Department. 

2.  Accept,  as  a  Young  People's  Department,  the 
financial  obligations  of  each  constituent  organization, 
so  far  as  practicable. 

3.  Accept  all  service  obligations  in  the  same  way. 

4.  Put  all  funds  into  a  common  treasury. 

(a)  Pay  out  these  funds  only  on  order  and  through 
the  regular  channels  in  case  of  missionary  or  other  obli- 
gation; for  example,  when  a  society  has  assumed  the 
support  of  a  native  worker  somewhere,  the  Young  Peo- 
ple's Department  accepts  the  obligation,  and  the  treas- 
urer forwards  the  funds  at  the  usual  time  to  the  usual 
person  in  the  name  of  the  society  which  made  the 
pledge. 

(b)  Dues,  as  arranged,  may  be  required  of  members 
of  already  existing  societies,  but  not  from  department 
members  unless  by  direct  action  of  the  department. 

(c)  Dues  or  other  contributions  to  be  sent  to  central 
offices  of  young  people's  societies,  missionary  societies, 
Sunday  schools,  etc.,  should  be  made  up  on  the  basis 
of  the  membership  of  the  whole  department  either  by 
sex  or  by  totals  as  the  case  may  require. 

5.  As  far  as  practicable,  adopt  all  "community  cam- 
paign" obligations  of  constituent  societies  as  obligations 
of  the  department. 

6.  When  present  financial,  service,  or  other  obliga- 
tions of  the  various  constituent  organizations  have  been 
fully  met,  the  Young  People's  Department  should  de- 
termine whether  the  obligation  should  be  continued  for 
additional  periods  of  time. 

7.  All  members  of  the  department  should,  as  far  as 
sex  permits,  be  declared  members  of  all  the  organiza- 
tions which  make  up  the  department;  that  is,  the  de- 


88  HANDBOOK  FOR  WORKERS 

partment  should  not  be  composed  of  a  few  Leaguers,  a 
few  Endeavorers,  a  few  Sunday-school  pupils,  but  all 
should  be  Leaguers,  all  Endeavorers,  all  Sunday-school 
pupils.  And  when  reporting  upon  membership,  activi- 
ties, etc.,  at  conventions  or  to  central  offices  the  total 
department  membership  and  activities  should  be  given. 

8.  The  Council  should,  at  least  annually,  have  before 
it  all  the  programs,  study  courses,  campaigns,  appeals, 
etc.,  of  all  the  organizations  represented  in  the  de- 
partment, as  well  as  the  department  program.  After 
most  careful  study,  the  total  work  of  all  the  organiza- 
tions should  be  divided  and  a  worthy  and  suitable  part 
of  the  total  task  assigned  to  each  constituent  organiza- 
tion. All  dupHcation,  overlapping,  and  friction  may 
thus  be  avoided.  Since  all  are  members  of  each  organi- 
zation there  can  be  no  dearth  of  workers  and  every  one 
may  find  a  fitting  place  for  his  type  of  service. 

Ofi&cers  and  committees. — The  usual  active  officers 
for  conducting  departmental  affairs  should  be  chosen  by 
and  from  the  membership  of  the  department — presi- 
dent, vice-president,  secretary,  treasurer.  In  very  small 
groups  the  last  two  may  be  combined.  In  addition 
there  should  be  an  adult  counselor  or  superintendent 
chosen  in  accord  with  denominational  requirements,  but 
always  with  full  consideration  for  the  wishes  of  the 
members  of  the  department.  The  members  of  the  gen- 
eral boards  or  committees  of  the  local  church  may  be 
considered  as  in  advisory  relationship  to  the  depart- 
ment. 

The  v*ice-president  should  also  be  chairman  of  the 
department  program  committee.  This  affords  him 
splendid  training  for  the  presidency. 

Local  departments  will  develop  their  own  constitu- 
tion and  by-laws.    However,  officers  in  the  department 


WITH  YOUNG  PEOPLE  89 

may  be  elected  for  a  six-months'  term  with  the  priv- 
ilege of  but  two  successive  terms.  This  keeps  the  fresh- 
ness of  new  life,  and  affords  more  opportunity  for 
training  in  leadership. 

The  work  of  the  department  may  be  organized  about 
committees  or  smaller  departments,  each  having  its  own 
field  and  functions.  Any  desirable  names  may  be  used 
to  designate  this  arrangement;  for  example.  Program 
Committee,  Department  of  Spiritual  Work,  etc.  If  de- 
sired, the  teacher  of  a  Sunday-school  class  or  other 
suitable  adult  may  be  selected  by  a  committee  as  ad- 
viser. 

At  least  four  fields  of  activity  will  be  represented  by 
committees  or  departments — 

(a)  Membership — Covering  the  entire  field  of  promo- 
tion, publicity,  growth,  surveys,  absentees,  follow-up, 
and  membership  campaigns. 

(b)  Program — Arranging  for  all  departmental  sessions 
except  social  and  recreational  or  specially  assigned  meet- 
ings. 

(c)  Service — All  social,  missionary,  personal,  or  other 
forms  of  service  activities. 

(d)  Recreation — Social  and  recreational  life  of  depart- 
ment, ushers,  welcomes,  inter-church  affairs,  camps. 

Any  more  desirable  arrangement  may  be  made  to  suit 
local  conditions.  But  the  above  lines  of  activity  will 
find  a  place  in  any  live  organization  of  young  people. 
Any  additional  fields  may  be  covered  as  desired.  The 
incoming  president  should  appoint  committee  chairmen, 
and  together  they  should  arrange  committee  personnel, 
all,  of  course,  subject  to  approval  by  the  department. 

Records  and  reports. — It  is  of  real  importance  that 
regular  reports  concerning  the  life  and  progress  of  the 
department  be  made  to  the  department,  to  the  church 


90  HANDBOOK  FOR  WORKERS 

of  which  it  is  a  part,  and  often  to  some  central  office  of  the 
church  at  large.  Accuracy,  intelligence,  good  business 
demand  that  these  be  correct  and  dependable  reports.  In 
nearly  every  group  there  is  some  one  who  is  interested 
in  records,  reports,  statistics,  charts,  graphs,  and  the 
like.  He  is  the  person  to  put  at  such  work.  When 
special  support  or  interest  is  desired  the  records  of  the  de- 
partment will  provide  most  effective  publicity  materials. 

Relations  of  department. — The  whole  is  greater 
than  any  of  its  parts.  The  Young  People's  Department 
is  a  part  of  the  local  church.  Therefore  in  all  its  plans 
it  will  make  such  adjustments  as  will  be  in  the  interest 
of  cooperation,  harmony,  and  the  loyal  support  of  the 
plans  adopted  by  the  leadership  of  the  home  church. 
In  any  case  of  differences  in  judgment,  of  course  the 
judgment  of  the  majority  prevails. 

Hearty  cooperation  with  all  the  forces  for  righteous- 
ness in  the  community  and  the  world  will  be  accorded 
by  the  department.  A  real  department  will  speedily  be 
recognized  as  a  community  asset.  Few  business  enter- 
prises dare  to  ignore  the  will  of  a  group  of  young  people, 
once  their  attitude  becomes  known. 

Supervision. — The  selection  of  the  counselor  or  su- 
perintendent of  the  department  is  no  easy  task.  In 
addition  to  what  has  been  sa.id  in  preceding  pages,  this 
person  must  have  the  fine  art  of  getting  things  done; 
he  must  be  able  to  conciliate,  coordinate,  consummate. 
If  a  slogan  or  motto  were  selected  for  the  adult  who 
wishes  to  be  most  helpful  and  effective  with  young  peo- 
ple, it  would  be — "He  must  increase,  but  I  must  de- 
crease." The  adult  eager  for  the  "hme  light"  or  of 
controversial  nature  should  not  attempt  supervision 
with  this  group.  (Chapter  XII  has  further  discussion 
of  this  matter.) 


WITH  YOUNG  PEOPLE  91 


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92  HANDBOOK  FOR  WORKERS 

FIRST   STEPS   IN  DEPARTMENTAL   ORGANIZATION 

The  type  of  organization  for  young  people  is  clear. 
The  question  now  is  how  to  secure  it.  Two  things  are 
fundamental.  There  must  be  perfect  frankness  on  the 
part  of  those  adults  who  wish  to  promote  the  depart- 
ment organization;  and  no  step  should  be  taken  hastily. 

Secure  consent. — Usually  the  most  difficult  part  of 
the  whole  program  is  to  secure  the  consent  of  the  older 
persons.  In  many  places  there  still  remains  the  feeling 
that  the  entire  school  must  assemble  for  what  have  been 
termed  "opening  exercises."  When  the  leaders  get  the 
idea  that  the  first  period  of  the  Sunday-school  session 
should  be  devoted  to  the  task  of  training  in  worship, 
they  quickly  perceive  that  all  age  groups  cannot  have 
the  same  form  and  content  in  their  worship.  This  gen- 
erally gains  the  desired  approval  and  becomes  the  first 
step  in  the  formation  of  a  department  organization. 

Inform  leaders. — The  approval  of  the  Sunday  School 
Board  must  be  secured.  While  the  members  of  the  board 
are  facing  the  program,  let  one  or  two  of  the  older  young 
men  and  young  women,  who  are  the  natural  leaders  in 
their  group,  be  consulted.  Lay  the  whole  plan  before  them. 
Take  time  for  a  full,  frank  discussion  of  all  the  oppor- 
tunities and  obligations  of  a  department  organization. 
Do  not  force  the  issue.  The  young  people  must  carry 
the  work;  thus  it  is  essential  that  they  enter  upon  it 
with  intelligent  enthusiasm.  It  is  not  a  holiday  affair, 
but  is  to  become  a  permanent  part  of  the  program  of 
their  church  and  school.  Let  these  leaders  see  that 
they  are  to  lead.  Impress  the  fact  that  the  adults  are 
eager  to  help  them  to  develop  their  powers,  not  to  dic- 
tate the  program.  The  spirit  of  the  apostle  of  youth 
must  prevail.  "Not  that  we  have  lordship  over  your 
faith,  but  are  helpers  of  your  joy.'* 


WITH  YOUNG  PEOPLE  93 

When  the  few  leaders  have  caught  the  vision  of  the 
department,  increase  the  number  of  them  two  or  three- 
fold and  help  the  enlarged  group  to  catch  the  idea. 
Generally,  the  one  or  two  leaders  already  acquainted 
with  the  plan  will  pass  on  their  appreciation. 

Inform  group. — The  next  step  is  to  put  the  depart- 
mental idea  before  the  entire  group.  This  may  be  done 
in  several  ways.  One  of  the  most  acceptable  is  to  have 
a  banquet  or  supper  or  social,  arranged  for  and  put  on 
by  a  group  themselves.  Invite  the  pastor,  general 
superintendent,  and  teachers  of  the  classes  in  this  group 
to  be  guests.  Let  the  toastmaster  and  speakers  be 
from  among  the  number  who  have  already  discussed  the 
plans.  Give  each  speaker  a  specific  phase  of  the  pro- 
gram to  discuss,  such  as  "What  a  Young  People's  De- 
partment Will  Mean  to  Us,"  "Some  Things  Our 
Department  Could  Do  for  Our  School  and  Church," 
"Where  Our  Department  Could  Meet,"  "Do  We  Really 
Need  a  Separate  Department?"  and  other  topics  that 
may  need  presentation.  The  idea  must  be  set  forth; 
the  details  of  organization  and  administration  will  come 
out  in  the  open  discussion  that  should  follow  the  speak- 
ing. The  discussion  should  be  free  to  all  who  are  pres- 
ent. The  toastmaster  or  chairman  may  refer  to  the 
adults  present  anything  the  group  itself  cannot  answer. 
Naturally,  the  discussion  will  be  led  by  those  already 
familiar  with  the  details.  Let  the  evening  head  up  in  a 
decision  for  or  against  the  idea  of  a  department.  If 
favorable  action  is  taken,  appoint  two  committees,  one 
on  nominations  and  one  on  the  form  of  organization. 

A  trial  period. — Sometimes  it  is  advisable  in  the  in- 
terest of  peace  to  have  a  trial  period  of  six  or  nine 
months  during  which  time  the  school  and  the  group 
may  try  out  the  project. 


94  HANDBOOK  FOR  WORKERS 

Take  time. — ^Take  time  enough  to  see  that  the  idea 
is  clear  to  the  group.  The  following  experience  will 
show  the  necessity  of  a  clear  understanding: 

"On  Sunday  affairs  in  our  old  dining  room  looked 
mighty  unsettled  and  there  was  manifest  in  many  a 
face  a  spirit  of  'Wonder  what^s  up?'  and  in  many  an- 
other of  rebellion,  and  we  leaders  felt  pretty  shaky  as 
to  the  proper  way  to  proceed.  The  big  difficulty  was 
this:  Those  young  people  didn't  have  a  clear  concep- 
tion of  what  we  were  trying  to  do — of  our  plan.  I  am 
inclined  to  believe  we  didn't  talk  of  it  enough  before 

we  put  it  up  to  them.     After  Messrs.  F ,  B , 

McK ,  W ,  and  A fully  explained,  we  won 

them  over,  and  when  they  got  the  'big  idea'  they  unan- 
imously voted  to  fall  in  hne." 

When  the  young  people  once  "see"  the  idea  they 
eagerly  enter  upon  its  accomplishment.  A  general  su- 
perintendent wrote: 

"'The  Young  People's  Department'  question  was  sat- 
isfactorily closed  up  on  last  Sunday,  after  a  three- 
weeks'  series  of  conferences,  which  ended  happily  in  the 
practically  unanimous  approval  of  all  concerned.  The 
thing  had  been  so  carefully  worked  up  beforehand  that 
all  opposition  had  been  allayed  and  it  went  through 
with  a  whirl." 

And  an  educational  director  says:  "The  department 
has  organized  itself.  This  was  done  in  a  very  demo- 
cratic way.  The  attendance  has  been  good.  The  pres- 
ence of  so  many  young  people  together  in  one  body  is 
inspiring." 

The  first  session. — The  first  session  of  the  Sunday 
school  after  the  banquet  should  provide  the  place  and 
time  for  the  group  to  hear  the  reports  of  the  commit- 
tees and  complete  the  organization.     This  will  require 


WITH  YOUNG  PEOPLE  95 

twenty  or  twenty-five  minutes.  The  newly  elected 
officers  should  be  presented  to  the  group,  if  possible, 
by  the  general  superintendent  or  the  pastor.  A  few 
(five  minutes)  well-chosen  words  of  commendation  and 
assurance  of  cooperation  will  serve  to  increase  the 
growing  appreciation  of  the  fine  attitude  of  the  adults 
toward  this  developing  life  and  will  bind  the  two  groups 
much  closer  together. 

A  caution. — A  word  of  caution  seems  necessary.  No 
school  should  be  led  into  organizing  its  young  people's 
group  whose  teaching  force  is  not  wilHng  to  work.  A 
superintendent  remarked  recently,  "If  this  department 
should  ever  fail,  it  would  be  on  account  of  teachers  who 
would  not  do  their  part."  There  is  no  greater  physical, 
mental,  social,  or  religious  dynamic  in  the  church  field 
to-day  than  the  young  people's  group.  One  must  not 
dare  to  release  that  power  unless  the  leaders  are  willing 
to  direct  it. 

SUMMARY 

When  church  workers  fully  realize  that  all  organiza- 
tion is  a  means  to  an  end  the  form  of  organization  will 
always  be  subject  to  change  in  order  that  the  work  of 
the  Kingdom  may  be  accomplished.  The  test  of  any 
institution  is  not  its  machinery,  but  its  product. 
Machinery  is  constantly  renewed,  scrapped,  or  replaced. 

A  Christian  character  with  a  Christian  master  mo- 
tive is  the  right  of  every  young  Ufe.  The  obligation  to 
make  these  possible,  and  to  train  the  life  for  intelHgent 
and  effective  service,  rests  upon  the  home  and  the 
church. 

It  is  as  essential  to  good  product  that  organization 
should  be  efficiently  planned  as  that  it  should  be  prop- 
erly manned.    A  recognized  goal,  clearly  indicated  du- 


96  HANDBOOK  FOR  WORKERS 

ties  for  officers,  and  a  regular  accounting  are  fundamen- 
tal principles  of  organization.  Fixed  responsibility, 
regular  tests,  and  full  cooperation  are  the  factors  pro- 
ductive of  growth  and  power. 

Human  values  are  the  final  values;  thus  any  real 
test  of  organization  will  discover  if  the  members  have 
opportunity  to  develop  in  action  the  desirable  qualities 
of  human  life  and  character. 

Unless  the  persons  included  in  the  organization  have 
or  develop  common  interests  no  effective  work  can  be 
expected.    The  grouping  must  be  natural. 

In  this  age  group,  and  particularly  in  this  day,  de- 
mocracy must  prevail.  A  recognized  place  and  part, 
and  freedom  to  plan  and  execute  within  reasonable 
Hmits,  cannot  successfully  be  refused  young  people  by 
any  institution  asking  for  their  love  and  loyalty. 

The  present  multiplicity  of  organizations  and  the 
consequent  overlapping  and  duplication  in  young  peo- 
ple's work  will  be  largely  eliminated  when  "one  all- 
inclusive  organization' '  for  all  the  young  people  of  the 
local  constituency  is  set  up.  One  simple  organization; 
one  challenge  to  loyalty  and  support;  one  program  with 
breadth  of  interest  and  variety  of  opportunity  so  that 
all  may  participate;  courtesy,  consideration,  chivalry 
from  the  young  people  for  the  adults;  confidence,  co- 
operation, sympathetic  understanding,  responsibility 
from  the  adults  for  the  young  people;  'tis  a  consumma- 
tion devoutly  to  be  wished. 

"Watchman,  tell  us  of  the  night 
What  its  signs  of  promise  are." 

The  dawn  awaits  the  action  of  the  leaders  in  your 
church. 


WITH  YOUNG  PEOPLE  97 

Topics  for  discussion: 

1.  Securing  efficiency  in  church  work. 

2.  Relations  of  young  people  and  adults. 

3.  The  age  limits  of  the  young  people's  department. 

4.  Community  needs  which  young  people  can  meet. 

Books  for  further  study: 

Cuninggim  and  North — The  Organization  and  Admin- 
istration of  the  Church  School. 

Gee — Methods  of  Church  School  Administration. 

Stout — Organization  and  Administration  of  Religious 
Education. 


98  HANDBOOK  FOR  WORKERS 

CHAPTER  VI 

THE  DEPARTMENT  PROGRAM 

If  the  Young  People's  Department  is  to  be  of  value 
to  the  church,  to  the  young  people,  or  to  the  Kingdom, 
it  must  provide  something  to  do.  The  purpose  of  or- 
ganization is  to  accomplish  some  desired  aim.  There 
must  therefore  be  a  program — worthy,  challenging, 
interest-compelling.  As  indicated  in  the  preceding 
chapters,  this  program  should  be  organized  as  an  ac- 
credited part  of  the  program  of  the  local  church. 
As  far  as  possible  and  practicable,  the  young  people 
themselves  should  have  a  voice  in  determining  what  re- 
sponsibilities are  assigned  to  them.  In  formulating  the 
details  of  their  program  and  in  actually  working  it  out 
the  young  people  should  be  free  to  use  their  own  in- 
itiative. It  is  apparent  to  those  familiar  with  the 
normal  young  person  that,  as  a  rule,  young  people  do 
not  hunt  for  the  easy  things  to  do.  The  young  men 
who,  under  the  leadership  of  General  Goethals,  ac- 
complished the  engineering  feat  of  the  Panama  Canal 
used  to  sing: 

"Don't  send  us  back  to  a  life  that's  tame  again, 
We,  who  have  shattered  a  continent's  spine. 
Office  work?    Oh!  we  couldn't  do  that  again. 
Haven't  you  something  that's  more  in  our  line? 

"Got  any  rivers  they  say  are  not  crossable? 

Got  any  mountains  you  can't  tunnel  through? 
We  specialize  in  the  wholly  impossible — 
Doing  what  nobody  ever  could  do." 


WITH  YOUNG  PEOPLE  99 

That  is  the  temper  of  young  people.  A  mediocre  job, 
a  little  proposition,  or  a  pink-tea  program  will  neither 
attract  nor  hold  their  attention — to  say  nothing  of  se- 
curing active  participation. 

The  objective  of  the  departmental  program  has  been 
stated  before;  that  is,  the  development  of  right  atti- 
tudes, right  motives,  right  relations;  the  equipment  of 
young  people  for  their  recreational  and  life  service 
programs;  and  the  challenging  of  them  to  the  most 
profitable  investment  of  their  lives  in  the  work  of  the 
kingdom  of  God.  Such  a  program  as  this  grows  out  of 
the  nature  of  the  group  itself.  The  spontaneous  inter- 
ests of  young  people  largely  determine  their  social 
grouping,  their  lesson  courses,  their  service  activities. 
In  order  to  develop  the  fullest  and  richest  life,  there- 
fore, the  department  programs  must  provide: 

1.  For  worship. 

2.  For  instruction. 

3.  For  expressional  activities. 

In  order  successfully  to  operate  any  such  program 
involving  Hfe,  recognition  must  be  had  of  the  unity  of 
life  and  of  the  fact  that  the  motives,  the  inspirations, 
the  characteristic  adjustments  present  on  Sundays  carry 
over  into  the  affairs  of  the  week.  The  ideal  program, 
therefore,  will  be  such  as  will  make  most  easy  the  carry- 
ing over  into  the  practical  affairs  of  week  days  the  ideals, 
the  standards,  the  emotions,  the  impulses  formed  in 
distinctly  religious  environment  on  Sunday.  At  the 
same  time  such  a  program  will  make  possible  the  ap- 
pHcation  within  the  field  of  rehgious  activities  of  the 
business  and  scientific  principles,  the  wholesome  social 
standards,  and  the  splendid  enthusiasms  of  week-day 
relationships. 


loo  HANDBOOK  FOR  WORKERS 

THE  PROGRAM  OF  WORSHIP 

ReKgious  development  has  been  defined  as  "the  pro- 
gressive appropriation  of  the  experience  of  God,"  wor- 
ship as  ''the  practice  of  companionship  with  God." 
Worship  is  a  universal  human  practice.  Various  modes 
of  worship  are  found  in  the  Hves  of  all  people  every- 
where. The  objects  of  worship  are  not  all  the  same. 
They  run  the  full  gamut  of  the  human  attempt  to  find 
God.  Through  the  ages  men  in  times  of  great  joy  and 
great  sorrow,  and  both  in  need  and  security,  have 
turned  to  the  Higher  Power  for  comfort,  for  strength, 
for  enlightenment.  Jesus  himself  splendidly  illustrated 
the  necessity  for  human  companionship  with  God.  It 
is  needless  to  take  time  for  a  discussion  of  the  necessity 
for  worship  in  the  development  of  the  human  life,  nor 
the  effectiveness  of  worship  in  religious  education.  It  is 
pertinent  to  state  that  no  real  program  of  religious  edu- 
cation for  any  department  or  age-group  may  omit 
careful  and  adequate  provision  for  the  development  of 
worship  in  the  lives  of  the  persons  involved. 

Principles. — {a)  Proper  age  range.  The  personnel  of 
the  group  worshiping  must  be  such  in  range  of  years, 
interests,  and  capacities  as  will  make  the  comradeship 
of  worship  possible.  If  a  service  of  worship  is  largely 
dependent  upon  participation  it  is  clear  that  the  group- 
ing of  childhood  and  youth,  of  maturity  and  immatur- 
ity, makes  real  participation  practically  impossible. 
Hymns  and  prayers,  Scripture  and  testimony  of  wor- 
shipful value  to  one  age-group  may,  and  frequently  do, 
altogether  miss  another  group.  "I  want  to  be  a  sun- 
beam" is  most  attractive  and  worshipful  for  the  little 
child;  but  young  men  and  young  women  of  the  years 
under  discussion  are  beyond  the  ''sunbeam"  stage. 
"I'm  going  home"  has  a  joyous  thrill  of  expectancy  for 


WITH  YOUNG  PEOPLE  loi 

men  and  women  who  have  turned  their  faces  home- 
ward, with  practically  all  of  life  behind  them;  but  the 
young  men  and  young  women  who  are  turning  their 
faces  forward  to  life's  great  problems  and  opportunities 
are  not  much  interested  in  going  home.  Their  major 
interest  lies  in  the  things  that  are  here  and  now.  Scrip- 
ture materials,  hymns,  prayers,  the  challenge  of  world 
fields,  and  the  like  are  different  when  viewed  through 
the  eyes  of  young  manhood  and  young  womanhood  than 
when  faced  by  maturity  or  by  the  longing  eyes  of  child- 
hood and  youth. 

(b)  Adaptation.  The  program  of  worship  for  young 
people  must  be  adapted  to  the  interests,  capacities,  and 
needs  of  the  group.  Worship  is  a  matter  of  personal 
participation.  The  leader  may  gather  up  and  express 
the  aspirations,  hopes,  adoration,  gratitude,  needs  of 
those  before  him,  but  only  those  in  the  group  who  think 
along  with  him  are  conscious  of  the  full  value  of  such 
worship.  Hymns  may  be  sung,  responses  may  be  read, 
but  only  those  who  consciously  participate  in  these 
receive  the  full  benefit  of  such  a  ser\T[ce.  However,  the 
worshipful  attitude  of  mind  and  heart,  the  silent  com- 
munion, the  unspoken  participation  must  be  recognized 
in  any  discussion  of  the  program  of  principle  of  wor- 
ship. It  is  obvious  that  any  materials  used  in  a 
worship  period  which  are  outside  the  range  of  interest, 
beyond  the  field  of  experience,  or  above  the  plane  of 
comprehension  of  the  group  are  unsuited  for  worship 
purposes.  It  is  equally  true  that  any  materials  used  in 
the  worship  period  which  tend  to  distract  the  attention 
from  things  spiritual,  or  to  destroy  an  atmosphere  of 
inspiration  and  sincerity,  are  a  positive  detriment  to 
any  worship  service. 

(c)  Suitable  conditions.     No  effective  program  of  wor- 


I02  HANDBOOK  FOR  WORKERS 

ship  for  young  people  can  be  conducted  unless  the  gi'oup 
is  separated  and  conditions  for  worship  are  provided. 
This  will  necessitate  a  separate  room  with  such  equip- 
ment as  tables,  chairs,  piano,  blackboard,  maps,  pic- 
tures, and  the  like;  such  equipment  as  will  conduce  to 
the  creation  of  an  atmosphere  of  intelligent  worship. 
Few  churches,  comparatively,  have  made  provision  for 
the  separation  of  the  age  groups  for  worship  and  in- 
struction purposes.  As  new  churches  are  being  built, 
however,  careful  provision  generally  is  being  made  for 
these  pupils.  In  many  churches  where  the  architecture 
is  unsuited  to  the  separation  of  the  young  people  from 
the  adults,  and  from  the  other  departments  of  the 
church,  a  form  of  separation  may  be  secured  that,  while 
not  ideal,  is  still  happily  conducive  to  the  best  interests 
of  worship,  instruction,  and  expression.  One-room 
churches  are  using  curtains  for  the  separation  of  the 
various  departments.  Churches  with  two  or  more 
rooms  are  adjusting  the  departments  in  such  way  as 
to  give  the  best  place  to  Httle  children;  second-best 
place  to  primaries  or  juniors,  etc.  The  adults  assume 
the  same  relationship  in  the  church  as  they  do  in  the 
home — using  for  themselves  what  is  left  after  childhood, 
youth,  and  immaturity  have  been  served.  In  the  one- 
room  church,  or  any  church  in  which  more  than  one 
group  must  be  united  for  worship  purposes,  the  wor- 
ship period  is  shortened,  and  planned  on  the  basis  of 
the  younger  groups.  Thus  in  a  one-room  church  each 
department  or  group  would  be  seated  in  its  own  section 
of  the  auditorium,  the  curtains  all  being  open  so  as  to 
leave  the  room  as  one.  The  general  superintendent 
would  then  conduct  a  period  of  worship  of  appioxi- 
mately  ten  minutes.  This  would  involve  one  or  two 
hymns,  these  to  be  selected  by  the  Primary  or  the 


WITH  YOUNG  PEOPLE  103 

Junior  Department,  preferably  the  latter,  the  classes 
taking  turns  in  making  the  choice.  The  brief  period  of 
singing  would  be  succeeded  by  prayer;  and  this  in  turn 
by  the  announcements  for  the  week.  At  the  conclusion 
of  the  announcements  the  curtains  separating  the  de- 
partments would  be  drawn  and  then  each  department, 
except  for  the  singing,  would  proceed  with  its  own 
special  departmental  program.  The  little  beginner  and 
primary  children  might  safely  use  whisper  songs,  while 
those  of  older  years  would  read  their  hymns.  Aside 
from  this  modification  the  departmental  program  would 
go  on  as  though  the  groups  were  in  separate  rooms, 
except  for  the  limitations  of  space  and  other  equipment. 
The  young  people's  group  under  such  circumstances 
would  find  ample  opportunity  for  its  own  peculiar  type 
of  worship.  The  character  of  the  program  for  their 
opening  period  will  appear  later  in  the  chapter. 

(d)  Unity.  Careful  attention  must  be  paid  to  the 
preparation  of  the  programs  of  the  opening  service  lest 
it  become  a  series  of  separate  items  totally  unrelated. 
Unity  and  coherence  should  be  preserved.  A  theme  or 
idea  should  be  chosen  around  which  the  entire  program 
may  be  built.  The  theme  may  be  seasonable,  such  as 
Christmas,  Thanksgiving,  Washington's  Birthday;  or  it 
may  have  to  do  with  some  great  Christian  fundamental, 
such  as  prayer;  or  it  may  have  to  do  with  an  ideal  of 
conduct,  such  as  loyalty.  In  any  event  the  hymns,  the 
Scripture,  the  special  feature,  should  all  deal  with  this 
central  theme.  Furthermore,  there  should  be  some 
progress  in  the  development  of  the  theme  so  that  the 
persons  involved  shall  move  steadily  forward  to  the 
point  at  which  the  service  is  completed.  Sufficient  time 
must  be  provided  for  the  accompKshment  of  the  goal 
set  for  the  worship  period.     On  the  other  hand,  no 


I04  HANDBOOK  FOR  WORKERS 

theme  or  objective  too  large  for  accomplishment  in 
fifteen  or  twenty  minutes  with  young  people  should  be 
chosen. 

Elements  of  the  program. — ^Music. — The  music 
and  hymns  used  in  the  department  should  be  such  as 
will  develop  a  worshipful  atmosphere,  will  stimulate 
thought,  and  challenge  spiritual  life.  In  many  instances 
the  type  of  music,  the  character  of  the  words,  and  the 
atmosphere  created  by  these,  are  not  altogether  happy. 
The  contention  is  even  made  that  we  must  have  music 
with  "pep"  in  it;  that  young  people  will  not  sing  the 
slow  and  ponderous  hymns  of  the  church.  As  a  result 
there  have  crept  into  our  churches  a  number  of  so-called 
Sunday  school  and  worship  hymnals  whose  chief  virtue 
seems  to  be  that  of  appealing  to  the  heels  rather  than 
to  the  heart.  Words  worthy  of  a  permanent  place  in 
the  memory  and  music  in  keeping  with  those  words  will 
be  found  to  be  a  very  real  asset  in  a  service  of  worship. 
The  great  truths  of  the  gospel  message,  the  great  facts 
of  Christian  experience,  the  attributes  of  God,  the  fac- 
tors of  the  Christian  life — hope,  faith,  aspiration,  grati- 
tude— these  and  many  other  worshipful  elements  are 
richly  represented  in  the  great  hymns  of  Christian  ex- 
perience. Experience  has  shown  that  young  people  not 
only  enjoy,  but  prefer  great  hymns  with  great  music; 
and  it  is  evident  that  these  are  not  lacking  in  the  cheery, 
spiritual,  rhythmic  movement  so  necessary  to  effective 
and  inspirational  singing.  '7^7  to  the  World,"  ''On- 
ward, Christian  Soldiers  I"  ''In  the  Cross  of  Christ  I 
Glory,"  "Jesus  Calls  Us,"  "Oh  Master,  Let  Me  Walk 
with  Thee,"  "Fling  Out  the  Banner" — these  and  a  host 
of  others  are  rich  in  worship  qualities  and  are  of  proven 
popularity  in  groups  of  young  people  whose  taste  for 
"jazz"  and  "pep"  has  not  been  over  cultivated. 


WITH  YOUNG  PEOPLE  105 

Prayer. — In  the  period  of  worship  the  prayer  needs 
of  young  people  should  have  careful  attention.  The 
dearth  of  persons  in  our  churches  with  the  capacity  for 
public  utterance  in  prayer  is  largely  the  result  of  a 
failure  in  past  years  to  provide  training  in  that  art. 
Through  the  class  and  the  department  programs  of 
worship  opportunity  is  afforded  for  the  training  of 
young  people  in  this  fine  and  desirable  art.  It  is  not 
expected  that  every  young  person  will  express  himself 
audibly  in  prayer.  For  some  it  would  not  be  a  wor- 
shipful exercise.  Temperamental  conditions  determine 
this.  For  others  the  expression  of  their  minds  and 
hearts  in  audible  prayer  is  a  distinct  enrichment  of  their 
personal  religious  experience.  When  grouped  with  per- 
sons of  their  own  age,  experience,  and  problems,  very 
much  less  hesitancy  is  found  in  this  public  expression. 
The  realization  of  this  on  the  part  of  adults  may  be 
difficult.  A  little  observation  and  tactful  inquiry  will 
disclose  abundant  evidence  in  support  of  the  statement. 
j(  Scripture  reading. — The  reading  of  portions  of  the 
Scripture,  either  responsively  or  individually,  is  a  part 
of  the  worship  service  which  should  receive  careful  at- 
tention. Some  one  of  the  more  accurate  versions  of  the 
Scripture  ought  to  be  read,  and  the  portions  selected 
ought  to  be  not  only  informational,  but  instructive  and 
illuminating  in  regard  to  the  many  problems,  religious 
and  social,  which  the  young  people  are  facing.  The 
actual  content  of  the  Bible  is  unknown  to  very  many 
young  people.  The  careful  selection  of  scriptural  pas- 
sages along  the  line  of  some  chosen  theme  may  stimu- 
late habits  of  Bible  reading  or  study.  Attention  should 
be  given  to  the  way  in  which  the  reading  is  done,  so 
that  reverence,  accuracy  of  pronunciation,  and  correct- 
ness of  interpretation  are  secured. 


io6  HANDBOOK  FOR  WORKERS 

Testimony. — Frequent  opportunity  for  the  expres- 
sion of  personal  experience  and  friendly  council  should 
be  offered  in  the  worship  period.  Very  many  churches 
have  abandoned  the  testimony  meeting  as  having  served 
its  day.  Perhaps  this  has  been  a  wise  adjustment  of 
the  program.  The  fact  remains,  however,  that  the  ca- 
pacity to  convey  to  others  some  of  the  results  of  per- 
sonal conviction  and  experience  ought  to  be  developed 
because  of  its  helpful  relationship  in  the  experience  of 
others,  to  say  nothing  of  its  stimulative  reaction  upon 
the  one  thus  giving  expression.  There  are  many  types 
of  testimony.  Those  in  mind  are  neither  mechanical 
nor  unreal.  When  a  young  man  or  young  woman  has 
had  some  helpful  experience  through  habits  of  daily 
prayer,  daily  Bible  study,  personal  conduct,  and  the 
like,  the  presentation  of  this  experience  to  others  of  his 
own  years  at  the  department  or  class  session  may  stim- 
ulate some  one  else  to  a  similar  activity.  Certainly,  it 
will  strengthen  the  conviction  and  deepen  the  expe- 
rience of  the  one  offering  the  testimony.  One  of  the 
needs  of  our  time  is  for  more  persons  who  can  with 
directness,  simplicity,  and  naturalness  discuss  matters 
of  personal  religious  experience  and  import.  It  must  be 
borne  in  mind,  however,  that  for  many  life's  deepest 
experiences  are  unexpressed,  and  care  must  be  taken  to 
avoid  formalism,  pious  repetition  of  platitudes,  or  sanc- 
timonious attitudes.  In  the  entire  worship  period  there 
must  be  a  constant  note  of  reality. 

The  special  feature. — The  opening  service  of  the 
department  should  contain  not  only  the  element  of 
worship  made  up  of  the  Scripture,  hymns,  prayer,  testi- 
mony, and  the  hke,  but  it  should  also  recognize  the 
opportunity  to  enlarge  life's  contacts  and  interests. 
This  may  be  done  by  means  of  what  is  happily  called  a 


WITH  YOUNG  PEOPLE  107 

"Special  Feature."  This  may  occupy,  where  the  de- 
partment has  a  room  of  its  own,  as  much  as  ten  minutes 
if  the  entire  Sunday  school  period  is  of  sixty  minutes. 
Where  the  period  is  seventy-five  minutes  this  special 
feature  may  occupy  twelve  or  fifteen  minutes. 

The  form  and  content  of  the  special  feature  period 
should  be  as  wide  in  interest  as  the  various  interests  of 
the  persons  present.  It  should  not  fail  to  impress  the 
world  program  of  the  kingdom  of  God  with  all  its  human 
relationships.  This  period  affords  a  splendid  oppor- 
tunity to  present  to  the  young  people  in  more  or  less 
detail  the  program  of  the  local  church,  challenges  to 
life  service,  the  needs  and  challenge  of  great  missionary 
fields,  the  history  and  polity  of  their  own  denomination, 
vocational  information,  community  and  interdenomi- 
national projects.  In  fact,  this  period  is  one  in  which 
the  whole  outreach  of  Christian  experience  finds  oppor- 
tunity for  concrete  presentation.  At  frequent  intervals 
the  young  people  may  be  brought  to  face  these  calls. 
Let  a  Christian  physician,  lawyer,  business  man,  school- 
teacher, missionary,  minister,  nurse,  farmer,  engineer, 
mother,  etc.,  come  before  the  department  at  the  Special- 
Feature  period  and  show  the  needs  of  his  or  her  profes- 
sion or  field.  Demonstrations,  charts,  reports,  presen- 
tation of  special  appeals  by  the  young  people  themselves 
will  keep  the  group  thoroughly  awake  to  the  conditions 
and  needs  of  their  time.  This  will  help  them  to  make 
the  investment  of  their  lives  to  the  greatest  possible 
advantage  in  developing  the  kingdom  of  God.  A  Meth- 
odist pastor  in  discussing  the  opportunities  afforded  by 
this  period  said  he  finds  in  it  his  most  vital  relationship 
with  those  young  persons  in  his  constituency  upon  whom 
the  church  must  depend  for  the  program  and  leadership 
in  the  years  immediately  ahead  of  us. 


io8  HANDBOOK  FOR  WORKERS 

Preparing  the  program. — The  program  for  the 
opening  service  of  the  department  should  be  arranged 
sufficiently  in  advance  of  its  presentation  so  that  no 
item  will  fail  because  of  lack  of  careful  preparation. 
Whether  the  period  be  in  the  charge  of  one  person  or  a 
group  of  persons,  the  assignment  ought  to  be  made  at 
least  a  month  in  advance.  In  some  instances  the  gen- 
eral plan  for  the  whole  year  is  outlined  in  advance,  cer- 
tain periods  of  the  year  being  given  over  to  the  culti- 
vation of  different  items  relating  to  the  interests  of 
young  people.  The  programs  for  this  period  would 
naturally  be  connected  and  progressive.  The  Program 
Committee  of  the  Department  would  be  responsible  for 
this  matter.  Sometimes  classes  have  been  asked  to  be 
responsible  for  the  program  for  a  month,  they  them- 
selves laying  all  the  plans  and  conducting  the  program. 
In  other  cases  the  responsibility  has  been  placed  upon 
a  committee  who  have  called  to  their  assistance  other 
individuals.  The  final  responsibility  for  the  opening 
service  of  the  department  rests  upon  the  president. 

The  counselor  of  the  department  will  make  it  a 
point  to  share  his  ideas,  information,  and  experience 
with  the  program  makers  and  with  those  responsible 
for  the  execution  of  the  program.  The  list  of  reference 
books  at  the  close  of  the  chapter  will  be  found  to  con- 
tain very  many  helpful  suggestions  relative  to  the 
preparation  of  programs  and  the  like.  The  Board  of 
Sunday  Schools  of  the  Methodist  Episcopal  Church,  58 
East  Washington  Street,  Chicago,  Illinois,  has  prepared 
a  pamphlet,  "The  Opening  Service  in  the  Young  Peo- 
ple's Departments,"  which  contains  a  most  helpful  and 
suggestive  discussion  of  this  matter.  It  also  adds  sug- 
gestions for  the  programs  for  the  year  with  sample 
programs.    This  may  be  obtained  for  ten  cents. 


WITH  YOUNG  PEOPLE  109 

The  following  outline  shows  the  main  features  of  an 
opening  service. 

I.  Assembly.  (Where  practicable,  piano,  orchestra,  or 
leader  may  give  the  signal  for  assembly  and  the 
beginning  of  the  session.    Never  use  a  bell.) 

1.  Departmental  Btisiness.    (Reports  of  committees 

involve  little,  if  any,  discussion,  and  should 
be  carried  on  with  dignity  and  dispatch.) 

2.  The  Worship  Period.    (See  discussion  above.) 

Hymns,  Prayer,  Testimony,  Scripture,  Spe- 
cial Discussion,  etc. 
11.  The  Special  Feature.    (See  discussion  above.)  The 
length  of  this  period  will  be  determined  by  the 
length  of  the  whole  Sunday  School  period.     At 
least  forty  minutes  should  be  preserved  for  the 
class  session. 
III.  Class  Period.     (40  to  50  minutes.     See  Chapters 
VII  and  VIII.) 

INSTRUCTION 

Instruction  in  the  Young  People's  Department  pro- 
gram is  largely  given  through  the  class  as  a  unit.  The 
whole  matter  of  materials  and  methods  of  class  instruc- 
tion as  related  to  the  class  will  be  discussed  in  succeed- 
ing chapters.  The  instructional  elements  to  be  found  in 
the  opening  service  are  obvious.  The  Special  Feature 
is  a  splendid  opportunity  for  the  presentation  of  facts 
and  for  the  instruction  of  the  members  of  the  group 
concerning  principles,  programs,  materials,  methods, 
conditions,  etc.  The  reports  of  the  committee  fre- 
quently are  likewise  instructional. 

In  both  class  and  department  session,  however,  the 
matter  of  training  in  leadership  finds  a  large  place. 

Training  through  activity  in  the  department  ses- 


no  HANDBOOK  FOR  WORKERS 

sion. — ^Attention  has  already  been  directed  to  the 
necessity  of  providing  for  ample  participation  on  the 
part  of  members  of  the  group.  This  in  itself  affords  an 
opportunity  for  those  persons  who  have  leadership  ca- 
pacities to  exhibit  them.  The  enrichment  of  the  open- 
ing service  program  through  a  wider  range  of  materials 
and  a  larger  number  of  persons  participating  tends  to 
discover  latent  leadership  capacities  and  at  the  same 
time  provides  a  stimulus  for  these  capacities  to  develop 
in  action.  One  of  the  elements  in  the  training  of  lead- 
ers is  training  by  doing.  The  opening  service  of  the 
department  likewise  offers  a  place  where  the  members 
of  the  leadership  training  class  of  the  department  may 
carry  on  certain  leadership  activities  under  the  close 
supervision  and  instruction  of  their  teacher.  Moreover, 
by  doing  this  they  are  promoting  the  atmosphere  of 
worship  and  inspiration  in  the  department.  Further  dis- 
cussion of  the  matter  of  leadership  and  leadership  train- 
ing will  be  found  in  subsequent  chapters.  It  is  sufficient 
here  to  indicate  the  fact  that  instruction  finds  a  part  of 
its  opportunity  in  the  opening  service  of  the  department. 

EXPRESSIONAL  ACTIVITIES 

All  the  elements  which  make  up  the  program  of  any 
worthy  Young  People's  Department  are  educational  and 
purposive.  No  activity  planned  is  for  the  sake  of  ac- 
tivity alone".  The  Young  People's  Department,  while 
carrying  on  laboratory  work,  is  not  a  laboratory.  The 
things  that  are  done  are  of  intrinsic  value,  and  not  mere 
"busy- work."  The  expressional  activities  of  the  de- 
partment will  therefore  be  as  broad  in  range  as  the 
program  of  the  kingdom  of  God  itself.  They  will  be 
as  extensive  in  interest  as  are  the  interests  of  the  lives 
of  young  people.    There  will  be  as  many  activities  car- 


WITH  YOUNG  PEOPLE  m 

ried  on  as  will  afford  a  place  and  a  part  for  every  mem- 
ber of  the  department.  This  will  include  such  activities 
as: 

Extension,  Surveys, 

Social  and  Recreation,  Evangelistic, 

Life  Service,  Inter-denominational, 

Community  or  Circuit,  World-wide  Enterprise. 

In  the  last  analysis  the  members  of  the  department 
will  determine  just  what  expressional  activities  will  be 
carried  on  by  the  department.  Through  their  depart- 
mental Program  Committee  opportunities  for  personal 
and  group  service  will  be  brought  to  light.  For  instance, 
a  survey  may  be  put  on  by  the  department.  This  will 
certainly  furnish  information  usable  in  extending  the 
membership  of  the  department.  That  is  to  say,  the 
activities  of  the  department  will  of  themselves  become 
a  program-making  factor  of  the  department.  Thus 
steadily  there  will  be  an  increase  in  range  and  a  steady 
adjustment  in  the  character  of  the  departmental  ac- 
tivities. 

The  relations  of  the  departmental  program. — 
The  departmental  program  should  be  so  conducted  as  to 
conserve  two  fundamental  relationships:  (a)  To  the  total 
church  program.  It  is  necessary  to  call  attention  again 
to  the  fact  that  the  entire  departmental  program  and 
all  its  details  should  be  a  recognized  and  recognizable 
part  of  the  total  program  of  the  church.  The  whole  is 
greater  than  any  of  its  parts,  and  the  young  people  of 
this  age  will  be  glad  to  assume  their  share  of  responsi- 
bihties  of  the  larger  task  of  the  entire  constituency  as 
well  as  to  make  their  contribution  toward  determining 
what  that  total  task  shall  be.  The  wise  church  will  not 
hesitate  to  make  careful  provision  for  its  young  people 


112  HANDBOOK  FOR  WORKERS 

to  participate  in  the  determination  and  execution  of  its 
program. 

{b)  To  the  class  program.  The  departmental  officers 
and  committees  are  in  the  nature  of  a  clearing  house 
for  departmental  activities.  Thus  the  service  committee 
of  the  department  would  have  as  its  task  the  assembling 
of  information  relating  to  desirable  service  activities  to 
be  carried  on  by  the  department  or  the  classes  of  the 
department.  The  committee  itself  would  not  carry  on 
these  activities.  It  would  present  them  to  the  depart- 
ment. If  not  too  large,  an  individual,  otherwise  a  class, 
or  a  numter  of  classes  would  assume  the  responsibility 
for  them.  Each  member  of  the  service  committee,  being 
also  a  member  of  some  class  in  the  department,  would 
find  an  opportunity  to  serve  through  such  activities  as 
the  class  might  adopt. 

There  are  larger  tasks  connected  with  the  commun- 
ity, with  the  denomination,  or  with  the  world-wide 
program  of  the  Kingdom  which  are  frequently  such  as 
make  it  impossible  for  individuals  or  classes  to  carry 
them  on.  In  these  cases  the  Young  People's  Council, 
with  the  help  of  the  proper  church  authorities,  should 
suggest  or  make  the  assignment  of  these  tasks  to  the 
organization  or  agency  within  the  Young  People's  De- 
partment of  the  church  best  fitted  for  the  assumption 
of  the  responsibilities  of  the  task. 

These  tasks  or  programs  naturally  group  themselves 
about  certain  ideas: 

Service. — One  of  the  conditions  brought  to  light  by 
the  Great  War  is  that  our  methods  of  religious  educa- 
tion have  given  religious  ideas,  but  have  not  produced 
compelling  conviction.  We  must  somehow  help  to 
"crystallize  ideals  into  habits."  There  is  no  surer 
means  of  growth  than  the  solving  of  problems.     One 


WITH  YOUNG  PEOPLE  113 

of  the  most  necessary  parts  of  the  program  of  the  de- 
partment and  class  is  that  which  provides  an  outlet  for 
the  emotions  and  impulses  aroused  in  the  class  and 
opening  session.  Some  have  thought  that  Christianity 
is  a  selfish  thing,  always  asking  for  time,  funds,  people. 
Here  is  a  tangible  refutation.  The  natural  impulse  of 
young  people  is  to  help  to  do  the  work  of  the  world. 
The  wise  program  will  afford  opportunity  for  them  to 
find  the  things  that  need  to  be  done  and  to  work  out  the 
solution  of  how  these  things  may  be  done  by  them. 
The  Special  Feature  period  in  the  opening  service  af- 
fords the  opportunity  for  the  presentation  of  these 
service  problems. 

How  shall  the  things  to  be  presented  be  discovered? 
There  are  familiar  sources  of  information  about  world 
needs  and  long  lists  of  "things  to  do."  These  are  for 
both  individuals  and  groups.  Little  is  known,  as  a 
rule,  about  actual  conditions  and  needs  of  the  home 
community.  The  schemes  for  surveys  are  legion.  Many 
are  too  complex  for  untrained  workers.  But  any  earnest 
group  can  use  the  simple  and  familiar  plan  here  sug- 
gested to  discover  conditions  and  needs  in  the  home 
district,  parish,  or  city: 

1.  List  all  the  agencies  in  the  community  which  deal 
in  any  way  with  young  people,  such  as  homes,  dance 
halls,  moving  picture,  Sunday  school,  church  services, 
young  people's  societies,  pool  rooms,  and  the  like. 

(a)  Study  carefully  each  agency  to  learn  whether  it 
be  helpful,  or  harmful,  or  doubtful  in  its  influence. 

{b)  Make  a  list  of  the  things  necessary  to  be  done  to 
change  the  harmful  or  doubtful  to  helpful  agencies,  or 
to  destroy  them. 

2.  To  provide  for  the  unmet  needs  of  the  young 
people. 


114  HANDBOOK  FOR  WORKERS 

(a)  Decide  which  need  in  i  (b)  shall  be  met  first, 
and  how. 

(fi)  List  the  things  the  community  should  have  to 
meet  the  normal  social  and  recreational  needs  of  young 
people  and  children.  Such  as  playgrounds,  swimming, 
skating,  library,  etc. 

(c)  Present  the  findings  to  the  department  and  se- 
cure approval  of  the  plan  to  accomplish  2  {a)  and  (b). 
This  would  include  the  necessary  steps  to  secure  the 
cooperation  of  other  groups  and  agencies  if  necessary  or 
desired. 

There  must  be  some  kind  of  service  available  for 
every  member  of  the  department.  Thus  the  range  of 
activities  should  embrace  all  phases  of  human  endeavor 
and  all  sorts  of  human  needs.  Many  departments  and 
classes  have  died  of  the  dry  rot  of  inactivity.  Denomi- 
national Sunday  school  and  missionary  boards  welcome 
the  opportunity  to  provide  departments,  classes,  or  in- 
dividuals with  suggestions  and  the  details  of  specific 
needs.  Both  individuals  and  committees  should  not  fail 
to  secure  these.  Hutchins,  Graded  Social  Service,  offers 
principles  and  a  wide  range  of  pertinent  suggestions. 
Service  Activities  for  the  Young  People^ s  Department,  is- 
sued by  the  Methodist  Board  of  Sunday  Schools,  con- 
tains numerous  practical  suggestions. 

Extension. — Every  department  wishes  to  grow  in 
size  and  strength.  Many  ways  to  increase  membership 
have  been  developed.  Local  conditions  must  determine 
which  ways  will  be  used.  There  are  several  observa- 
tions resulting  from  experiences  along  this  line. 

{a)  A  bright,  interesting  opening  service  and  good 
class  work  are  the  best  means  of  holding  pupils. 

{b)  An  absentee  officer  and  program  constitute  avoid- 
able losses. 


WITH  YOUNG  PEOPLE  115 

(c)  A  constituency  roll  is  invaluable. 

(d)  The  average  membership  contest  does  not  pay. 

(e)  Young  people  are  attracted  by  responsibility. 

(/)  A  wholesome  social  and  recreational  program  is  a 
real  asset  in  securing  new  members. 

In  preparing  a  constituency  roll  there  is  frequently 
the  necessity  for  careful  study  of  the  community.  The 
members  of  a  Cleveland  Young  People's  Department 
put  on  a  visitation  of  all  the  houses  within  ten  blocks  of 
their  church.  Special  attention  was  paid  to  the  board- 
ing houses.  Thereafter  regular  calls  were  made  upon 
these  to  invite  newcomers  to  the  church  and  depart- 
ment.   The  results  more  than  justified  the  effort. 

The  opportunities  to  extend  the  department  influence 
by  reorganizing  or  the  planting  of  new  Sunday  schools 
in  neglected  parts  of  the  city  or  country  are  very  great. 
This  is  a  much-needed  service  activity.  Some  of  our 
largest  schools  and  churches  have  sprung  from  this  kind 
of  work. 

Three  out  of  five  of  the  new  Sunday  schools  organized 
by  the  field  men  of  the  Methodist  Board  of  Sunday 
Schools  become  organized  churches  in  two  years  from 
organization.  There  is  practically  no  limit  to  the  ex- 
tension work  possible  in  a  wide-awake  department. 

The  social  and  recreational. — ^The  necessity  and 
nature  of  the  social  life  of  young  people  is  presented  in 
an  earlier  chapter.  This  part  of  the  program  of  a  Young 
People's  Department  affords  a  splendid  opportunity  to 
break  down  some  of  the  prejudices  of  those  who  think 
the  church  has  only  negations  to  offer.  It  also  provides 
a  real  check  to  the  exploitation  of  the  play  instinct. 
CommerciaUsm,  professionaHsm,  immorality,  the  "gam- 
bling mind"  are  well-nigh  impossible  in  church-super- 
vised play.    The  open  door,  the  welcome  hand,  cheery 


ii6  HANDBOOK  FOR  WORKERS 

light,  companionship,  are  of  primary  importance  in  any 
social  and  recreational  program.  Care  should  be  exer- 
cised by  the  program  builders  to  see  that  those  young 
people  in  the  community  who  have  no  homes,  unattrac- 
tive homes,  or  who  live  in  boarding  houses,  hotels,  and 
the  like  are  especially  provided  for.  A  number  of 
churches  in  which  the  unified  organization  for  young 
people  (Chapter  V)  has  been  operating  find  that  more 
frequent  midweek  socials  are  possible,  and  that  the 
social-supper-devotional  Sunday-evening  plan  is  very 
effective. 

When  compared  with  the  need,  little  has  been  done 
by  the  church  for  the  hosts  of  young  people  who  are  en- 
gaged in  factory,  shop,  and  other  forms  of  industrial  life. 
There  is  no  adequate  reason  why  they  should  be  left  to 
seek  such  recreation  as  clubs,  lodges,  and  commercial 
interests  supply.  One  of  the  most  compelling  oppor- 
tunities now  facing  the  Young  People's  Department  of 
our  churches  is  found  among  industrial  groups.  This 
opportunity  is  not  limited,  however,  to  their  social  and 
recreational  interests. 

For  principles  and  detailed  programs  of  social  and 
recreational  activities  the  reader  is  directed  to  Powell, 
Principles  of  Recreational  Leadership;  Ebright,  Recrea- 
tion for  Young  and  Old;  Perry,  Community  Center  Ac- 
tivities; Bancroft,  Games  for  Playground,  Home  School 
and  Gymnasium. 

Evangelism. — In  Chapters  X  and  XI  will  be  found 
a  discussion  of  the  materials  and  methods  relating  to 
evangelism  and  life  service.  Also  what  young  people 
may  be  interested  in  doing  in  community  and  world- 
wide evangelistic  enterprises. 

Equipment. — No  department  can  do  its  best  work 
until  the  physical  conditions  have  been  made  as  favor- 


WITH  YOUNG  PEOPLE  117 

able  as  possible  for  good  workmanship.  Many  teachers 
and  officers  are  carrying  on  splendid  programs  in  spite 
of  serious  equipment  handicaps.  Churches  should  rec- 
ognize that  the  energy,  time,  and  skill  required  to  over- 
come these  physical  handicaps  are  just  so  much  taken 
away  from  the  actual  religious  educational  work  of  the 
department. 

Committees  should  note  the  fact,  however,  that  in 
the  field  of  recreational  equipment  more  and  more  the 
programs  provided  do  not  require  elaborate  gymnastic 
apparatus  and  similar  facilities.  This  is  not  purely  a 
matter  of  economy,  but  involves  the  sound  educational 
principle  of  developing  the  initiative  and  resources  of 
the  persons  involved.  There  are  some  items  of  equip- 
ment which  may  not  safely  be  neglected,  such  as  a 
suitable  room  for  the  department  session;  space  for 
social  and  recreational  activities,  indoors  for  inclement 
weather,  outdoors  for  suitable  seasons.  Many  churches 
are  now  using  certain  rooms  for  both  recreation  and  in- 
struction as  well  as  the  more  formal  phases  of  religious 
education.  Church  yards  are  increasingly  being  ar- 
ranged for  recreational  purposes,  being  provided  with 
basketball,  tennis,  volley  ball,  and  other  forms  of  out- 
door recreational  activities.  Few  churches  take  the 
attitude  of  a  Pennsylvania  pastor  who  refused  the  use 
of  the  church  lawn  to  his  young  people  for  social  and 
recreational  purposes  because  he  "did  not  want  all 
that  confusion  between  the  church  and  the  house." 

Sufficient  funds  must  be  available  to  carry  on  the 
simple  activities  or  the  more  strenuous  programs  which 
involve  expenditure.  These  may  be  provided  through 
various  channels,  depending  upon  the  local  situation. 

A  time  schedule  should  be  arranged  so  that  there  will 
be  assurance  of  opportunity  to  use  the  available  space 


ii8  HANDBOOK  FOR  WORKERS 

and  equipment  at  certain  stated  intervals,  thus  giving 
all  departments  the  desired  opportunity.  In  many  in- 
stances local  churches  are  arranging  this  time  schedule 
with  Y.  M.  C.  A.  and  Y.  W.  C.  A.  authorities,  or  at  a 
fixed  rental  with  the  local  public-school  authorities,  so 
that  equipment,  buildings,  grounds,  may  be  used  by 
churches  having  inadequate  or  no  equipment  of  their 
own.  This,  in  turn,  provides  a  happy  channel  through 
which  contribution  may  be  made  to  the  needs  of  de- 
nominations by  these  community  agencies.  In  other 
instances  the  community  as  such  cooperates  in  the  pro- 
vision of  playground  and  other  recreational  facilities  to 
be  used  by  all  the  agencies  of  the  community.  The 
business  men  of  a  Wisconsin  town  got  together  under 
the  stimulus  and  leadership  of  the  church  and  built 
just  outside  of  the  town  a  concrete  dam,  providing 
bathing  facilities  for  the  summer  and  skating  facilities 
for  the  winter. 

New  ideas. — Both  officers  and  members  of  Young 
People's  Departments  need  frequent  contact  with  oth- 
ers who  are  in  the  same  relationships.  New  ideas,  new 
plans,  new  objectives  are  in  constant  demand.  Many 
provisions  have  been  made  for  the  exchange  of  expe- 
riences, for  instruction,  and  for  training  under  pleasant 
and  inspiring  circumstances.  Institutes,  conferences, 
camps,  schools  of  methods  are  now  found  in  nearly  every 
quarter.  These  agencies  make  increasing  provision  for 
the  interests  and  needs  of  young  people  and  workers 
with  young  people.  Some  of  them  are  of  one  and  two- 
day  duration,  others  lasting  from  two  to  six  weeks. 

No  Young  People's  Department  can  afford  to  neglect 
the  opportunities  of  having  as  many  of  its  members  as 
possible  come  into  contact  with  the  courses  of  instruc- 
tion and  the  personaHties  of  the  specialists  in  the  field 


WITH  YOUNG  PEOPLE  119 

of  young  people's  work.  In  addition  to  the  above,  an 
increasing  number  of  the  colleges  and  universities  are 
now  offering  thorough  correspondence  courses  in  train- 
ing for  leadership  for  lay  workers  in  the  home-church 
program.  Whether  departments  are  closely  associated, 
therefore,  with  educational  institutions  or  not,  all  have 
an  opportunity  to  increase  their  effectiveness  and  en- 
large their  vision  of  the  program  of  the  Young  People's 
Department. 

SUMMARY 

The  purpose  of  organization  in  the  Young  People's 
Department  is  that  the  persons  therein  may  have  the 
opportunity  to  plan,  prepare,  and  put  on  a  program 
which  is  built  upon  their  needs,  interests,  and  capaci- 
ties.   Such  a  program  will  aim : 

(a)  To  enrich  their  personal  Hves. 

(b)  To  develop  right  attitudes  and  relations. 

(c)  To  equip,  train,  and  guide  them  in  and  for  their 
life  service. 

No  such  goal  is  attainable  except  through  worship 
instruction  and  organization  of  expressional  activities. 
Department  organization  of,  for,  and  by  the  young 
people  provides  the  means  for  their  purposeful  partici- 
pation in  local  church,  community,  and  world-wide  en- 
terprises. Responsibihty  is  such  a  great  teacher  that 
churches  which  recognize  the  powers  and  capacities  of 
young  people  and  share  with  them  the  planning  and 
execution  of  the  larger  church  program  find  their  young 
people  growing  into  the  leadership  and  work  of  King- 
dom affairs  willingly  and  effectively. 

The  opening  session  of  the  department  offers  to  those 
who  will  plan  for  it  a  splendid  chance  to  train  young 
people  in  the  art  of  worship,  but  this  can  come  only 


I20  HANDBOOK  FOR  WORKERS 

when  the  conditions  and  content  of  the  period  are  right. 
Hymns,  prayers,  leaders,  special  feature,  information, 
all  must  be  chosen  according  to  the  needs,  interests,  and 
capacities  of  the  persons  involved. 

Leadership  of  the  period,  laying  the  plans,  and 
preparation  for  the  session  are  the  responsibilities  of 
the  president  and  the  Program  Committee,  but  the 
wise  adult  adviser  will  see  that  every  effort  is  made  to 
secure  separation,  desirable  equipment,  and  to  develop 
the  atmosphere  essential  to  real  worship.  The  program 
of  instruction  is  given  through  the  class,  except  such 
items  as  may  be  presented  in  the  special  feature  and 
other  numbers  of  the  opening  session. 

If  the  worship  and  instruction  are  effective,  the  indi- 
vidual and  the  groups,  both  class  and  department,  will 
seek  some  channel  of  expression  through  service,  social 
and  recreational  activity,  extension,  evangelism,  life 
service,  if  the  opportunity  is  offered.  These  very  ac- 
tivities in  turn  become  agencies  in  instruction  and 
training.     They  also  accomplish  needed  service. 

So  long  as  contact  is  maintained  with  other  young 
people  and  other  leaders  the  information,  help,  and  in- 
struction of  camp,  school,  and  institute  will  constantly 
enlarge  the  vision  and  deepen  the  convictions  of  the 
young  people.  The  following  specimen  program  is 
taken  from  the  pamphlet,  "The  Opening  Service  in 
the  Young  People's  Departments,"  above  referred  to. 
It  shows  the  nature  of  the  opening  program  in  the 
average  Young  People's  Department. 

THEME — Gratitude 

Processional — ^Hymn,  "Come,  ye  Thankful  People,  Come." 
Responsive  Service — Psalm  of  Thanksgiving,  Psa.  103.  34, 
95 


WITH  YOUNG  PEOPLE  121 

The  Lord's  Prayer  or  other  prayer  in  unison. 
Announcements,  brief  as  possible  during  worship  period. 
Ofertory — Offering  Received.     (See  pamphlet — Training 

in  Giving,  The  Board  of  Sunday  Schools.) 
Hymn  oj  Gratitude,   Thanksgiving — "To  Thee,  O  Lord, 

Our  Hearts  We  Raise." 
Prayer  by  Leader  on  ''Gratitude,"  followed  by  The  Lord's 

Prayer. 
Bible  Reading — Expressing  Gratitude,  2  Cor.  9.  5-12. 
Special  Feature — * '  Gratitude . ' ' 

Illustrated  by  story,   ''What  Bradley  Owed,"  "Story 
Sermons,"    Kerr;   or   similar   stories   or  missionary 
material  carrying  out  the  theme  of  gratitude. 
Sentence  Prayer  clinching  thought  of  gratitude  and  for 

help  in  lesson  period. 
Recessional  or  Hymn  to  Classes — "I  Love  to  Tell  the 

Story." 

Topics  for  discussion: 

1.  Relating  the  program  to  the  world's  needs. 

2.  Relating  the  program   to   the  local  church  and 
community  programs. 

3.  Helping  departments  of  younger  pupils. 

4.  Discovering  things  to  do. 

5.  Planning  the  year's  work. 

Books  for  further  study: 

Hutchins — Graded  Social  Service, 
Loveland — Training  World  Christians. 
Weigle  and  Tweedy — Training  the  Devotional  Life. 
Meyer  and  Kennedy — The  Training  of  the  Devotional 
Life, 


122  HANDBOOK  FOR  WORKERS 


CHAPTER  VII 

THE  YOUNG  PEOPLE'S  CLASS 

Mankind  is  to  be  made  the  family  of  God.  The 
way  in  which  this  may  be  done  is  through  education. 
*'The  plasticity  of  childhood  is  the  hope  of  the  race" 
(Coe).  The  supreme  test  of  education  is  human  be- 
havior— ^not  its  splendid  curricula,  not  the  fact  of  so 
many  pupils  to  the  teacher,  nor  so  many  pieces  of  equip- 
ment. Human  values  are  the  final  values.  The  modifi- 
cation of  conduct  is  the  final  test.  Thus  again  (Chap. 
V)  we  find  organization  stretching  back  into  motive, 
and  so  to  conduct.  Thus  there  must  be  clear  aim,  well- 
chosen  materials,  and  methods  and  agencies  and  per- 
sons. It  is  for  the  primary  purpose  of  providing  personal 
contacts  between  teacher  and  pupil,  though  this  is  not 
the  only  reason  that  class  groups  are  formed  and  some 
plan  of  organization  adopted.  The  whole,  then,  must 
be  articulated  with  the  organization  and  work  of  the 
entire  Sunday  school  and  church. 

CLASS  GROUPS 

In  the  thoroughly  organized  department  the  reasons 
for  breaking  the  department  up  into  smaller  groups  are 
(a)  for  purposes  of  efficiency  in  order  that  the  indi- 
vidual may  have  larger  opportunity  for  individual  ex- 
pression; (b)  so  that  the  pecuKar  needs  and  interests  of 
the  individual  may  be  provided  for;  (c)  and  so  that  the 
group  consciousness  may  not  be  violated. 

Natural  groups. — The  interested  observer  will  note 
that  young  people  in  social,  business,  or  educational 


WITH  YOUNG  PEOPLE  123 

relations  fall  into  certain  natural  groupings.  These 
groupings  are  dependent  largely  upon  the  personal  or 
social  relations,  common  personal  ideals,  instinctive  selec- 
tion of  companions  because  of  vocational  relationships, 
scholastic  aspirations  or  attainments,  or  some  other  com- 
mon personal  experiences.  The  comradeship  contingent 
upon  common  hopes,  aspirations,  experiences,  will,  un- 
less modified  in  some  way  by  outside  influence,  tend  to 
determine  the  size  and  number  of  groups  of  the  depart- 
ment. Whether  there  be  one  or  many  classes  in  the 
department,  these  factors  are  a  dependable  influence  in 
determining  the  personnel  of  any  group.  The  group 
consciousness  may  be  modified  by  certain  economic  and 
social  conditions,  even  though  they  be  in  the  same  class 
at  the  same  college.  Economic  conditions  may  keep 
quite  separate  young  men  or  young  women  whose  edu- 
cational interests  are  more  or  less  identical.  Social 
relations  may  separate  those  whose  vocational  interests 
would  naturally  tend  to  bring  them  together. 

Certain  spontaneous  interests  and  the  resultant  prob- 
lems of  young  people  are  factors  also  in  the  matter  of 
religious  educational  interests  and  social  groupings. 
The  life  contingent  upon  choosing  a  mate  and  estab- 
lishing a  home,  the  differences  in  clothes,  vocation,  good 
times,  and  the  like,  all  have  their  modifying  effect  upon 
not  only  the  departmental  group,  but  also  upon  lesson 
materials,  service  activities,  social  affairs,  evangelism, 
leadership,  and  the  like.  In  the  light  of  these  factors  it 
is  safe  to  say  that  the  only  formal  separation  of  the 
group  called  the  Young  People's  Department  should  be 
on  the  basis  of  lesson  courses. 

Three  major  groups. — The  major  divisions  of 
young  people  in  most  churches  are  on  the  basis  of  edu- 
cational advantage,  industrial  necessities,  and  home  re- 


124  HANDBOOK  FOR  WORKERS 

lations.  Within  these  divisions  the  modifications  are 
largely  those  of  the  spontaneous  factors  suggested  above. 
It  is  most  desirable  that  the  democratizing  influence  of 
a  unified  organization  for  the  entire  young  people^s 
group  of  any  local  church  should  be  employed.  The 
cultural  advantages  of  the  educational  group,  the  sac- 
rificial attitude  of  the  homekeeping  division,  and  the 
organizing  and  stabilizing  qualities  of  the  industrial 
group  should  each  be  brought  to  the  service  of  the 
other.  For  this  is  exactly  what  takes  place  when  the 
local  church  places  about  the  young  people  those  con- 
ditions which  tend  to  develop  the  social  democratic 
spirit.  The  initiative  and  resourcefulness  of  the  young 
person  who  has  been  deprived  of  educational  advan- 
tages are  sometimes  a  source  of  wonder  and  inspiration 
to  him  whose  pathway  has  been  more  easy.  The  rich 
rewards  of  study,  the  broadened  sympathies,  and  the 
enlarged  capacities  for  appreciation  of  the  college  men 
and  women  may  be  shared  tactfully  and  helpfully  with 
those  whose  lives  have  not  fallen  in  such  cultural  places. 

How,  then,  shall  the  members  of  a  Young  People's 
Department  be  separated  into  class  groups?  What  shall 
be  their  size,  and  what  shall  be  the  relation  of  the  sexes 
in  these  groups? 

Size  of  class. — All  grouping  throughout  the  entire 
field  of  religious  education  is  based  on  social  experience. 
The  subordinate  factors  of  age  and  educational  attain- 
ment, however,  must  be  reckoned  with.  One  of  the 
major  features  of  the  Young  People's  Department  pro- 
gram is  instruction.  In  order  that  instruction  may  be 
carried  on  efficiently  the  materials  and  methods  em- 
ployed must  be  suited  to  the  persons  to  be  instructed. 
The  principle  of  elective  lesson  courses  (p.  149)  makes 
it  possible  for  every  individual  in  the  department  to  be 


WITH  YOUNG  PEOPLE  125 

receiving  the  kind  of  instruction  which  he  believes 
meets  his  greatest  need  and  to  be  along  the  line  of  his 
interest  and  capacity.  A  group  of  young  people  who 
have  been  having  their  social  relationships  together, 
their  service  activities  together,  with  naturalness  and 
profit  divide  into  smaller  groups  or  classes  for  purposes 
of  instruction.  Those  minds  having  a  common  interest 
will  naturally  group  about  the  lesson  courses  tending  to 
satisfy  that  interest.  Those  having  need  of  a  certain 
personal  relationship  will  tend  to  group  about  the 
teacher  possessing  the  desired  personality.  The  size  of 
the  class  thus  will  be  determined  entirely  by  the  num- 
ber of  persons  within  the  department  having  common 
needs  and  who  select  any  given  course.  There  is  no 
standard  of  size.  It  is  obvious,  however,  that  very  large 
classes  tend  to  prevent  discussion  and  to  keep  in  the 
background  those  timid  souls  who  hesitate  to  express 
a  personal  opinion. 

Mixed  classes. — Obviously,  some  courses  will  ap- 
peal only  to  one  sex.  There  are  some  young  men  and 
some  young  women  who  greatly  prefer  to  be  in  classes 
that  are  composed  of  their  own  sex.  Others  prefer 
mixed  classes.  The  individual  preference  is  the  final 
authority  in  the  matter.  The  nature  of  the  lesson 
courses  and  how  these  are  to  be  presented  will  be  dis- 
cussed in  the  following  chapter.  The  personnel,  the 
size,  and  the  sex  of  classes  in  the  Young  People's  Depart- 
ment, therefore,  are  indeterminate.  Fixed  standards  are 
undesirable,  the  purpose  of  the  class  being  what  it  is. 

Number  of  classes. — In  most  instances  the  supply 
of  teachers  will  have  a  limiting  effect  upon  the  number 
of  class  groups  into  which  any  department  may  be  di- 
vided. It  will  be  shown  later,  however,  that  this  diffi- 
culty is  capable  of  solution  even  in  our  smallest  schools 


126  HANDBOOK  FOR  WORKERS 

and  churches.  This  factor  ought  not  to  be  regarded  as 
determinative.  Every  effort  should  be  made  to  provide 
for  the  satisfaction  of  a  recognized  and  expressed  need 
on  the  part  of  any  young  person  in  the  department.  It 
is  immaterial  whether  the  need  is  to  be  satisfied  through 
the  agency  of  the  Sunday  school  or  that  of  the  Young 
People's  Society.  A  need  which  is  recognized  and  ad- 
mitted by  the  young  person  as  worthy  of  expression 
is  worthy  of  careful  consideration  on  the  part  of  the 
Council.  If  it  is  at  all  possible  to  provide  satisfaction 
for  a  real  need  in  the  life  of  any  young  man  or  young 
woman,  such  provision  certainly  should  be  made.  This 
is  of  particular  significance  when  viewed  in  the  light  of 
a  church's  need  for  leadership.  If  but  one  young  man 
or  young  woman  find  himself  interested  in  and  desiring 
training  for  leadership  in  any  field  of  religious  educa- 
tional activity,  the  investment  of  time,  energy,  and 
even  funds  necessary  to  provide  such  training,  is  wholly 
desirable,  for  the  training  of  such  a  person  may  make 
possible  the  wise  leadership  of  a  whole  generation  of 
boys  or  girls.  The  basis,  then,  for  all  separation  into 
class  units  is  the  satisfaction  of  human  needs. 

CLASS  ORGANIZATION 

The  character  of  the  organization  of  these  groups  will 
be  affected  by  the  nature  of  the  work  which  they  are  to 
do.  The  purpose  of  the  organization  is  to  insure  right 
attitudes  and  motives,  to  provide  for  personal  enrich- 
ment, to  afford  human  contacts,  to  develop  capacities 
for  expression,  to  train  in  prayer,  leadership,  and  all 
other  forms  of  service. 

Permanence  of  organization. — The  length  of  the 
lesson  course,  the  number  of  persons  in  the  group,  and 
the  conditions  under  which  the  group  meets,  will  de- 


WITH  YOUNG  PEOPLE  127 

termine  the  exact  form  which  the  organization  will 
take.  In  general,  however,  the  organization  will  be 
loose  and  temporary,  of  the  utmost  simplicity,  and 
thoroughly  democratic  in  its  nature.  Many  courses  of 
lessons  last  for  but  three  months.  There  are  those 
which  run  for  six  months  or  a  year.  It  is  obvious  that 
when  the  lesson  course  lasts  for  so  short  a  time  complex 
organization  or  machinery  is  both  needless  and  detri- 
mental to  the  best  interests  of  the  group.  Some  groups 
will  be  assembled  for  the  purpose  of  studying  special 
problems  connected  with  the  local  church,  with  the 
local  community,  or  with  the  world.  The  organization 
of  the  group  will  be  arranged  with  the  idea  of  promoting 
the  success  of  such  a  study.  Leadership  training  classes 
that  have  certain  modifications  would  have  a  certain 
type  of  organization  of  their  own.  Classes  using  uni- 
form lessons,  or  classes  planning  to  work  together  at 
least  for  a  year,  taking  two  or  more  different  courses 
during  the  year,  will  have  a  more  formal  type  of  or- 
ganization than  the  others. 

Form  of  organization. — It  must  be  remembered 
that  the  organizational  unit  for  Young  People's  Work 
is  the  Department.  Any  subdivisions  are  on  the  basis 
of  special  tasks,  special  instruction,  special  needs.  The 
primary  function  of  the  organizational  machinery  of  the 
small  group  is  to  provide  atmosphere,  look  after  records, 
absentees,  and  afford  an  efficient  channel  for  the  devel- 
opment of  the  major  project  of  the  group.  In  any  case 
the  class  should  have  a  president.  Whether  the  group 
endure  for  three  months  or  a  longer  time,  it  must  have  a 
presiding  officer.  Each  class  also  should  have  a  secre- 
tary and  a  treasurer,  or  a  secretary-treasurer.  Two 
committees  will  render  valuable  aid  in  operating  the 
class — a  Membership  Committee,  whose  duties  are  to 


128  HANDBOOK  FOR  WORKERS 

recruit  membership  for  the  department  and  class  and 
look  up  the  absentees,  and  a  service  or  Program  Com- 
mittee, whose  duties  are  largely  those  of  providing  the 
forms  of  activity  the  nature  of  the  class  makes  advis- 
able. This  machinery  will  be  found  useful  in  any  of  the 
types  of  class  grouping  indicated  above.  If  the  class 
should  be  one  for  leadership  training,  there  may  be 
need  for  a  committee  whose  business  it  shall  be  to 
search  out,  in  connection  with  the  teacher,  opportuni- 
ties for  the  practice  of  the  principles  and  methods 
taught  in  the  class.  If  the  class  is  studying  some  special 
problems,  there  may  be  occasion  for  the  appointment 
of  a  committee  to  conduct  a  survey,  or  to  secure  cer- 
tain exhibits,  or  to  provide  for  some  types  of  inves- 
tigation. Where  the  class  has  agreed  to  stick  together 
for  at  least  a  year,  taking  in  sequence  certain  courses 
agreed  upon,  there  may  be  need  for  committees  whose 
business  it  is  to  provide  the  necessary  lesson  materials, 
arrange  for  class  social  activities,  and  the  like.  This 
would  be  true  also  of  classes  using  the  Uniform  Lessons 
throughout  the  year.  The  following  diagram  shows  the 
form  of  class  organization: 


CLASS  ORGANIZATION 

Officers  (Pupils) 

President 

Vice-President  (if  needed) 

Secretary    •\ 

>  Secretary-Treasurer 
Treasurer   ) 
Teacher  (Adult) 


WITH  YOUNG  PEOPLE 


129 


Committees 


I  I  I 

Membership  Service  Any  others 

Duties  of  (a)  To  recruit         In  cooperation         Other      com- 

Commit-    members  for  the     with  the  service     mittees      will 
tees  class,   depart-     committees      o  f     have        special 

ment  and  school,     the     department     duties    assigned 
and     school     to     at  the  time  of 
(b)  To  look  af-     participate       i  n     the    appointing 
ter  absentees.  the  programs  of     of  the  commit- 

service  provided  tee. 
thereby  in  addi- 
tion to  looking 
after  such  items 
as  suggested  on 
p.  66. 

Term  of  office. — The  tenure  of  office  for  both  offi- 
cers and  committees  in  case  of  temporary  organization 
would  be  for  the  duration  of  the  course.  In  case  the 
class  is  unchanged  for  a  year  or  more  the  term  of  office 
should  be  one  year.  An  officer  should  not  succeed  him- 
self in  office. 

In  a  very  small  school  where  there  exists  but  one 
class  in  the  young  people's  group  the  class  organization 
becomes  the  departmental  organization,  there  being  no 
need  for  dupHcation. 

Altogether  the  class  organization  in  a  Young  People's 
Department  differs  materially  from  that  of  Intermediate 
or  Senior  Departments.  The  temporary  character  of 
the  association  is  responsible  for  this.  When  it  is  re- 
membered that  the  personnel  of  the  group  may  be 
changed  in  three  months,  it  is  clear  why  the  above 
arrangement  proves  most  satisfactory. 

Registration. — Many  denominations  have  made  pro- 
vision for  the  registration  of  classes  attaining  a  certain 
class  standard.  Nearly  all  denominations  ask  for  the 
registration  of  leadership  training  or  teacher- training 
classes  so  that  certain  directions  may  be  placed  in  the 


I30  HANDBOOK  FOR  WORKERS 

hands  of  teachers  of  such  classes.  Whether  the  organi- 
zation is  temporary  or  otherwise,  the  names  of  the 
teachers  of  classes  ought  to  be  in  the  hands  of  the  cen- 
tral offices  so  that  there  may  come  to  them  such 
circularization  material,  leaflets,  and  other  information 
as  are  sent  out  to  workers  in  local  schools.  In  some 
instances  this  will  not  demand  registration  of  the  class. 
If  the  class  members  are  using  the  Uniform  Lessons,  or 
if  they  have  agreed  to  stay  together  for  a  year  or  more, 
taking  the  desired  lesson  courses  in  some  arranged 
order,  the  class  ought  to  be  registered  at  the  head- 
quarters of  the  denomination. 

Some  denominations  are  providing  a  departmental 
charter  for  such  departments  as  meet  a  recognized 
standard  of  department  organization.  In  this  case 
there  would  naturally  go  to  the  registration  office  a  list 
of  the  teachers  and  officers  of  classes  then  in  existence. 
Quarterly,  semiannually,  or  annually  the  changes  oc- 
curring in  this  list  because  of  regrouping  would  nat- 
urally be  forwarded  to  this  office  on  blanks  provided 
for  that  purpose.  The  registration  of  leadership  train- 
ing and  other  permanently  organized  groups  is  very 
desirable.  There  is  a  certain  class  spirit  and  feeling  of 
unity  which  results  from  the  possession  of  a  recognition 
certificate  or  charter  issued  by  a  central  office.  In  most 
instances  this  is  a  joint  charter  of  the  denomination  and 
the  International  or  State  Sunday  School  Association, 
agreement  having  been  effected  between  the  denomina- 
tion and  the  State  association  that  all  class  charters  will 
be  issued  by  the  denomination  and  will  be  in  the  nature 
of  a  joint  charter  or  certificate.  This  likewise  is  true  of 
leadership  and  teacher-training  certificates.  In  order 
to  register  itself  a  class  should  fill  out  an  application 
blank  provided  for  this  purpose  and   send  it   to  the 


WITH  YOUNG  PEOPLE  131 

denominational  Sunday-school  headquarters.  This  office 
will  see  that  the  State  association  is  apprised  of  the 
registration  of  the  class.  In  addition  to  this  general 
registration,  classes  doing  training  work  for  teaching  or 
other  forms  of  leadership  (and  every  Sunday  school 
should  have  such  a  group  operating  during  the  Sunday- 
school  hour)  will  find  it  of  the  utmost  importance  and  of 
incalculable  value  to  get  in  touch  with  the  central 
training  office  of  their  denomination. 

Every  young  people's  department  should  be  regis- 
tered as  such  at  the  denominational  headquarters. 
Within  the  department  those  classes  of  more  or  less 
permanent  character  should  have  the  class  certificate 
issued  jointly  by  the  denomination  and  the  Sunday 
School  Association.  Other  temporary  classes  will  find 
loose,  simple  organizational  machinery  most  satisfac- 
tory. 

Records  and  equipment. — Whether  the  organization 
of  the  class  be  temporary  or  long  term,  careful  records 
of  enrollment,  attendance,  activities,  and  finance  should 
be  made  by  the  secretary.  This  will  prove  of  inestim- 
able value  not  only  to  the  class  itself,  but  to  other 
classes  which  may  take  up  the  same  lesson  course  at 
another  time.  They  will  also  serve  as  a  guide  to  future 
members  of  the  department. 

Taking  the  records. — Class  records  of  attendance 
and  the  like  should  be  taken  if  possible  during  the  open- 
ing session  of  the  department.  The  officers  performing 
the  function  of  secretary  and  treasurer  should  arrange 
to  be  present  promptly  at  the  beginning  of  the  Sunday- 
school  hour.  Members  of  classes  upon  arriving  should 
deposit  their  offering  in  the  envelope  or  other  receptacle 
in  the  possession  of  the  treasurer  and  give  their  personal 
record  for  the  week  to  the  secretary.     This  might  in- 


132  HANDBOOK  FOR  WORKERS 

elude  such  matters  as  lesson  study,  church  attendance, 
visitations  to  sick,  shut-ins,  absentees,  and  prospective 
members,  and  any  other  items  which  the  class  deter- 
mines to  have  recorded  weekly.  Where  the  class  is 
unusually  large,  having  a  dozen  or  more  members,  the 
method  of  having  each  pupil  mark  his  own  card  has 
proved  satisfactory.  Under  this  plan  the  secretary  dis- 
tributes the  cards  on  the  arrival  of  the  pupils,  who  mark 
them  during  the  opening  session,  and  return  them,  with 
their  offering,  to  the  secretary  and  treasurer  when  changing 
from  departmental  session  to  class  session.  In  this  way 
the  class  is  saved  from  interruptions  during  the  class 
period  and  the  records  are  quickly  and  accurately  made. 
Large  envelopes  containing  records,  class  books,  offer- 
ing envelopes,  and  the  like  may  be  left  outside  the 
classroom  door  and  collected  by  the  departmental  treas- 
urer or  disposed  of  in  some  other  way  that  will  save  the 
class  from  the  disturbance  occasioned  by  the  collection 
of  envelopes,  the  distribution  of  lesson  papers,  and  other 
activities  of  the  school  or  department  ofhcers. 

The  equipment  of  the  class  ought  to  be  such  as  will 
make  its  work  as  educationally  effective  as  is  possible. 
Many  worthy  Sunday-school  teachers  are  facing  an  al- 
most unsurmountable  handicap  in  their  work  of  teach- 
ing because  the  class  possesses  little,  if  any,  of  the 
equipment  essential  to  instruction.  For  young  people  of 
these  years  tablet  armchairs  will  be  found  most  satis- 
factory. The  groups  are  generally  too  large  to  be  as- 
sembled about  a  table,  yet  the  presiding  officer  and 
teacher  should  have  a  stand  or  table  upon  which  to 
place  their  materials.  Classes  should  have  blackboard 
facilities,  maps,  sufficient  floor  space  for  comfortable 
arrangement  of  chairs,  separation  as  complete  as  pos- 
sible from  other  departments  or  classes. 


WITH  YOUNG  PEOPLE  133 

Classroom. — For  pupils  in  this  age  range  a  classroom 
is  desirable.  It  should  be  light,  airy,  and  as  attractive 
as  possible.  In  the  succeeding  chapter  the  question  of 
lesson  courses  and  teachers  will  be  discussed.  It  is  suffi- 
cient here  to  indicate  that  teachers  and  courses  should 
be  united.  This  makes  it  possible  for  a  lesson  course  to 
be  given  continuously  in  the  same  room  by  the  same 
teacher,  who  would  naturally  and  enthusiastically  see  to 
it  that  the  room  contained  all  the  illustrative  material, 
atmosphere-producing  pictures,  and  equipment  which  it 
is  possible  for  him  to  assemble.  Thus  the  atmosphere 
of  the  room  and  the  course  of  instruction  will  be  in 
harmony.  At  the  present  writing  this  equipment  and 
arrangement  are  possible  in  comparatively  few  of  our 
churches.  In  most  instances  teachers  and  officers  will 
be  under  the  necessity  of  using  portable  materials  and 
equipment  for  their  class  work.  Some  enterprising 
leaders  have  provided  lap  boards  where  tablet  chairs 
are  not  available,  making  these  of  wood,  beaver  board, 
pasteboard,  or  other  such  materials.  A  little  ingenuity 
and  the  cooperation  of  officers  and  class  members  in 
providing  desirable  items  of  equipment  will  make  the 
work  of  the  teacher  very  much  more  effective,  attrac- 
tive, and  pleasurable. 

Class  relations. — The  relations  of  the  class  as  an  or- 
ganized unit  to  the  department  are  implied  under  the 
preceding  discussion.  The  class  is  a  temporary  unit 
made  up  of  persons  who  are  grouped  together  by  reason 
of  special  interests  or  tasks.  The  only  purpose  for 
separating  the  department  into  smaller  groups  is  that 
these  tasks  may  be  accomplished,  that  these  needs  may 
be  served.  The  class,  therefore,  must  be  conscious  of 
the  priority  of  departmental  interests.  The  whole  is 
greater  than  any  of  its  parts.     In  like  manner  both 


134  HANDBOOK  FOR  WORKERS 

class  and  department  should  recognize  the  priority  of 
school  and  church  programs  and  the  obligation  to  do 
their  part  loyally  to  support  and  earnestly  to  promote 
such  programs  even  though  some  treasured  class  or 
department  project  must  be  delayed  thereby. 

The  relationship  of  the  class  to  such  agencies  as  the 
young  people's  society,  young  people's  clubs,  commun- 
ity or  other  denominational  organizations,  should  be 
one  of  hearty  sympathy,  cooperation,  and  fraternity 
(see  Chap.  V).  No  class  can  or  should  live  unto  itself. 
There  has  been  in  some  places  a  noticeable  tendency  on 
the  part  of  organized  classes  of  young  people,  and  some- 
times of  adults,  to  lose  sight  of  all  other  than  their 
own  class  interests.  Some  groups  have  even  assumed 
to  withdraw  from  the  activities  of  the  Sunday  school 
and  church,  putting  on  their  own  separate  program. 
Certain  classes  have  even  gone  to  the  extreme  of  build- 
ing separate  buildings  and  maintaining  what  amounts 
to  a  separate  and  distinct  organization.  Classes  oper- 
ating such  a  program  would  do  well  to  scrutinize  closely 
the  motives  and  attitudes  being  developed  in  its  mem- 
bers. The  class  group  and  class  organization,  therefore, 
must  be  recognized  as  a  means  to  an  end,  and  so  are 
subject  to  constant  adjustment  or  complete  abandon- 
ment, as  larger  needs  may  require. 

Tests  of  class  organization. — ^The  test  of  organiza- 
tion is  the  results  it  produces.  Any  nonproductive  or 
inefficient  organization,  therefore,  should  be  scrapped  or 
revamped.  Any  class  group  that  meets  the  following 
tests  may  be  reckoned  as  worthy  of  continuance: 

1.  Is  the  grouping  natural? 

2.  Is  the  group  properly  officered? 

3.  Are  the  equipment  and  location  of  the  class  satis- 
factory? 


WITH  YOUNG  PEOPLE  135 

4.  Are  the  time  schedule  and  attendance  satisfactory? 

5.  Does  the  group  have  a  definite  aim  for  its  instruc- 
tional and  service  activities? 

6.  Is  the  lesson  material  suited  to  the  group  involved? 

7.  Does  the  class  render  a  regular  report  to  the  de- 
partment and  school? 

8.  Does  the  program  of  the  class  strengthen  right  at- 
titudes and  motives? 

9.  Does  the  class  program  increase  the  capacities  of 
its  members  in  intelligent  Christian  service? 

10.  Are  the  personal  lives  of  its  members  being  en- 
riched and  their  life  purposes  strengthened? 

CLASS   METHODS 

Two  things  will  destroy  religion — doubt  unsatisfied 
and  devotion  unexpressed.  There  must  therefore  be 
provision  for  instruction  (facts  destroy  doubt) ;  and  the 
challenge  to  sacrificial  service.  A  host  of  witnesses  bear 
testimony  to  the  willingness  of  young  people  to  pour 
out  their  rich  resources  unreservedly  upon  the  object 
which  can  command  their  love  and  loyalty.  There  are 
many  opportunities  for  service.  The  individual  or  the 
group  and  the  job  must  be  brought  together.  One  of 
the  duties  of  the  program  and  service  committees  is  to 
effect  this  union.  Department  service  and  program 
committees  have  as  their  function  the  discovery  and 
presentation  of  opportunities  for  service.  The  corre- 
sponding committees  of  the  class  are  responsible  for 
seeing  that  the  membership  of  the  class  accept  some 
of  the  offered  opportunities  and  satisfy  some  of  the 
needs  presented.  In  connection  with  similar  commit- 
tees of  the  young  people's  societies,  or  from  other  de- 
nominations, or  in  the  community,  the  class  commit- 
tees will  effect  coordination  and  cooperation  so  that 


136  HANDBOOK  FOR  WORKERS 

no  tasks  may  go  undone,  and  so  that  duplication  may 
be  avoided. 

Necessary  activities. — The  desire  of  every  live  class 
is  both  to  grow  and  to  serve.  There  will,  therefore,  be 
the  securing  of  new  members  as  indicated  in  a  previous 
discussion  (p.  85).  Each  class  or  department  should 
have  its  constituency  roll.  The  school  and  the  church 
will  likewise  have  a  similar  list  of  "prospects.''  Doubt- 
less there  will  be  turned  over  to  the  Membership  Com- 
mittee of  organized  classes  the  names  and  addresses  of 
persons  apparently  suited  to  the  group.  Membership 
committees  will  add  to  this  list  as  far  as  possible,  at  the 
same  time  losing  no  opportunity  to  secure  names  of 
members  for  any  other  class  or  department. 

Absentees  from  the  class  session  or  departmental  ac- 
tivity should  be  looked  up  at  once  either  by  phone, 
letter,  or  personal  visit.  The  last  is  the  most  effective 
method.  Any  service  which  the  class  can  render  the 
sick,  needy,  or  troubled  members  will,  of  course,  be 
performed  speedily,  tactfully,  and  to  the  full  extent  of 
its  capacity.  Members  away  from  home  greatly  appre- 
ciate a  letter,  a  church  bulletin,  or  some  other  brief  item 
indicating  thoughtful  concern.  Indifferent  members 
should  be  subject  to  a  definite  program  of  cultivation 
to  see  if  it  is  not  possible  to  change  indifference  to  in- 
terest. If  not,  then  re-locate  the  individual  in  some 
other  group  where  social  conditions  or  the  course  of 
study  being  used  will  make  a  particularly  strong  appeal. 

In  effecting  these  necessary  activities  some  classes 
have  adopted  the  circle  or  group  method,  by  which  the 
class  is  divided  into  a  given  number  of  groups  com- 
prising normally  six  to  ten  persons.  Frequently  two  or 
three  less  than  the  standard  number  for  a  group  are 
assigned  to  it,  one  project  being  to  increase  the  group 


WITH  YOUNG  PEOPLE  137 

to  normal  size  as  soon  as  possible.  Each  group  chooses 
its  own  captain  or  chairman,  who  is  responsible  to  the 
class  for  the  personal  interests  of  the  members  of  the 
group.  This  includes  attendance,  health,  employment, 
social  opportunities,  evangelistic  and  church  relation- 
ships. Where  this  method  is  employed,  some  time  dur- 
ing the  opening  service  of  the  class,  the  roll  of  groups  is 
called,  the  captain  reporting  for  the  group. 

This  plan  contains  both  advantages  and  disadvan- 
tages. It  makes  close  persona]  relationships  between 
captain,  class,  oflScers,  and  the  individuals  of  the  class 
more  possible.  The  interests,  capacities,  and  needs  of 
the  individuals  receive  more  intimate  and  close  atten- 
tion. It  affords  splendid  opportunity  for  the  discovery 
and  training  of  leaders.  It  tends  to  create  enthusiastic 
supporters  of  class,  department,  and  school.  On  the 
other  hand,  there  is  a  tendency  to  establish  independent 
groups  within  the  class.  Undesirable  competition  and 
rivalries  resulting  in  friction  sometimes  appear.  The 
unity  and  coherence  of  the  class  group  sometimes  are 
broken  up  before  the  end  of  a  lesson  course.  Strong 
group  leaders  and  groups  tend  to  dominate  and  finally 
to  absorb  smaller  and  less  efficiently  led  groups.  On  the 
whole,  the  plan  has  produced  satisfactory  results. 

Voluntary  activities. — Many  activities,  individual 
and  group,  will  naturally  grow  out  of  the  lesson  course 
being  pursued.  A  study  of  local  recreational  oppor- 
tunities by  a  class  group  tends  to  find  expression  in  the 
provision  of  the  needed  recreational  facilities  and  the 
abolition  or  cleaning  up  of  already  existing  conditions. 
Leadership  training  classes,  particularly  after  having 
finished  an  elementary  course,  are  in  constant  need  of 
opportunities  for  practice  teaching,  practice  leading,  and 
other  forms  of  training  activities.     These  are   to  be 


138  HANDBOOK  FOR  WORKERS 

found  among  the  younger  pupils  in  mission  schools, 
extension  departments,  deputations,  observations,  sur- 
veys, and  similar  activities.  The  extent  of  such  expres- 
sion will  be  determined  by  the  opportunities  within  the 
geographical  area,  and  the  transportation  available. 

Sometimes  a  number  of  churches  engage  or  a  com- 
munity engages  in  some  common  enterprise,  an  evan- 
gelistic, a  financial,  better  schools,  or  other  form  of 
general  study  or  improvement.  Individuals  and  classes 
will  desire  to  participate  in  these  activities.  In  some 
instances  the  class  itself  will  plan  and  carry  out  the 
entire  project  under  the  supervision  and  direction  of  an 
older  or  larger  body.  The  mixed  classes  of  young  men 
and  young  women  on  a  western  New  York  circuit  were 
asked  to  put  on  a  religious  educational  survey  of  the 
circuit.  Thoroughgoing  information  and  plans  for  such 
a  project  were  secured.  The  result  was  the  enlargement 
of  the  class  itself,  the  increase  of  the  schools  of  nearly 
all  the  denominations  of  the  district,  and  the  determi- 
nation of  the  class  to  take  up  a  leadership  training 
course. 

In  an  increasing  number  of  churches  promising  young 
men  and  young  women  are  being  added  to  boards  of 
trustees,  stewards'  councils,  educational  committees,  and 
other  groups  of  adults.  These  adults  carry  the  major 
responsibilities  of  the  local  church  while  the  young  peo- 
ple act  as  Junior  Members  of  these  organizations.  The 
experience  and  training  gained  through  this  association 
increases  the  intelligence,  interest,  and  enthusiasm  of 
young  people  in  regard  to  their  local  church,  their  de- 
nomination, and  the  world  program  of  Christian  reli- 
gion. 

In  some  schools,  departments,  or  classes  of  young 
people  of  adult  ages  have  been  asked  to  assume  respon- 


WITH  YOUNG  PEOPLE  139 

sihility  for  the  younger  departments.  In  Topeka  a 
young  men's  class  assumed  responsibility  for  the  Be- 
ginners' Department.  A  committee  was  organized  and 
sent  to  visit  the  department  to  inquire  into  its  condi- 
tion, needs,  opportunities,  and  personnel.  After  a 
thorough  investigation,  their  report  was  presented  to 
the  class,  with  the  result  that  a  more  desirable  location, 
increased  equipment,  and  enlarged  personnel  were  pro- 
vided for  the  little  beginners,  and  the  class  itself  took 
on  new  life  and  vigor. 

In  few  other  departments  is  the  evangelistic  oppor- 
tunity larger  than  in  the  young  people's  group.  The 
teacher  and  president  of  the  class  have  the  spiritual 
relationships  of  the  members  of  the  class  as  their  per- 
sonal responsibility.  Conferences  on  this  matter  should 
be  held  frequently  enough  to  insure  a  steady  evan- 
gelistic impulse  in  all  the  activities  of  the  class.  Where 
the  group  or  circle  method  is  employed  teacher  and 
president  will  hold  necessary  conferences  with  the  group 
or  circle  leaders  and  render  every  possible  assistance, 
to  the  end  that  every  member  of  the  class  sooner  or 
later  may  be  brought  into  satisfactory  personal  rela- 
tionships with  Christ  and  the  church  and  be  led  into 
desirable  fields  of  service. 

World  enterprises  are  a  constant  challenge  to  indi- 
vidual, department,  and  school  effort.  In  one  Young 
People's  Department  every  class  is  now  supporting  a 
French  orphan.  This  is  in  addition  to  their  other 
benevolent  contributions.  Another  class  is  providing 
out  of  their  pin  money  the  tuition  and  making  with 
their  own  hands  the  necessary  clothing  in  support  of  a 
girl  of  their  own  age  in  a  mission  school.  Another  ap- 
points two  members  each  week  to  provide  an  educa- 
tional and  social  affair  in  the  church  home  for  needy 


I40  HANDBOOK  FOR  WORKERS 

children.  A  class  of  young  men  provided  a  religious 
service  in  an  old  ladies'  Home  each  Sunday  afternoon, 
to  the  great  dehght  of  the  ladies  and  real  profit  to  the 
young  men.  The  activities  and  needs  in  this  field  are 
unlimited. 

The  personal  needs  of  class  members  are  an  obligation 
to  the  class  as  such.  Opportunities  for  social  inter- 
course, for  recreational  activity  are  demanded  by  every 
human  being.  Either  through  the  departmental  pro- 
gram or  through  the  activities  of  the  class  itself  these 
needs  are  to  be  met.  Class  socials,  picnics,  hikes,  and 
other  forms  of  social  and  recreational  activity  are  al- 
ways in  order  unless  they  conflict  with  the  program  of 
the  department  or  school,  and  unless  they  tend  to  create 
a  sense  of  separateness  and  an  undesirable  "class- 
olatry." 

Large  classes  have  found  that  a  simply  equipped 
employment  committee  is  very  helpful.  The  employ- 
ment committee  of  a  class  of  young  men  in  Denver  has 
become  so  effective  that  employers  not  only  from  their 
own  church  but  other  churches,  wishing  dependable 
men,  prefer  to  secure  them  through  this  committee 
rather  than  through  employment  agencies.  It  is  clear 
that  such  a  committee  ought  never  to  understate  or 
overstate  the  facts,  and  that  its  constant  effort  should 
be  to  lead  young  men  and  young  women  to  an  increased 
training  for  efficiency.  So  far  as  possible  and  prac- 
ticable the  class  may  participate  in  making  desired 
training  possible. 

Not  all  the  forms  of  class  activity  suggested  can  or 
should  be  used  by  every  class.  Leadership  training 
classes  will  find  their  activities  growing  more  naturally 
out  of  their  class  work.  In  any  case  activities  discov- 
ered and  suggested  by  the  members  of  the  class  are  more 


WITH  YOUNG  PEOPLE  141 

desirable  than  those  suggested  in  books,  pamphlets, 
and  the  like,  because  they  have  grown  out  of  the 
thinking  and  planning  of  the  class.  However,  sugges- 
tions and  information  from  every  quarter  ought  to  be 
used  in  developing  the  program  of  activities  of  the 
class.  No  class  can  afford  to  let  the  days  go  by  without 
making  some  real  contribution  to  the  work  of  the  king- 
dom of  God.  '^The  Western  Indians  when  they  race 
their  ponies  tie  bags  of  sand  to  them  to  keep  the  ponies 
from  jumping  too  high.  Fasten  proper  tasks  upon 
young  people  and  you  will  drive  them  to  their  knees'* 
(Merle  Smith). 

SUMMARY 

All  class  organization  and  class  activities,  whether 
voluntary  or  necessary,  are  a  means  of  modifying  con- 
duct. Pupils  approximately  eighteen  to  twenty-four 
years  of  age,  therefore,  are  grouped  according  to  in- 
terest and  life  relations  into  departments  and  classes. 

I.  Organization. — Pupils  eighteen  to  twenty-four  being 
grouped  according  to  interest  and  life  relations  into 
classes  and  a  Young  People's  Department. 

(a)  The  class  size  and  membership  to  be  detemained 

by  the  spontaneous  interests  and  the  lesson 
courses  chosen. 

(b)  Sexes  to  be  grouped  together  or  separately  in 

classes,  as  they  may  choose. 

(c)  In  very  small  schools  a  class  for  young  men  and  a 

class  for  young  women,  or  one  inclusive  class, 
as  the  pupils  may  choose,  separated  from 
other  classes. 

(d)  In  larger  schools  where  there  are  two  or  more 

classes,  or  where  the  num_ber  in  this  group  ex- 
ceeds twenty-five,  a  Young  People's  Depart- 


142  HANDBOOK  FOR  WORKERS 

ment,  with  superintendent,  officers,  teachers, 
and  department  committees.  (Where  the  de- 
partment contains  but  one  class,  the  class 
officers  and  committees  are  also  the  depart- 
ment officers  and  committees.) 
(e)  Class  Groups — 

1.  To  be  determined  by  the  natural  group 
instincts  and  by  the  lesson  courses  chosen  by 
the  pupils. 

2.  The  engaged  members  of  the  group  to 
have  separate  class  groups,  where  possible,  for 
the  study  of  the  problems  related  to  establish- 
ing a  home. 

(J)  At  least  one  class  should  use  an  approved  course 
in  preparation  for  teaching  and  administra- 
tion in  the  local  school. 

(g)  Members  of  the  group  who  have  married,  or 
who  have  passed  the  general  age  limits,  should 
be  advanced  automatically  to  the  Adult  De- 
partment. 

Qi)  Class  Organization — Every  class  organized  hav- 
ing a  teacher  and  pupil  officers.  The  term 
of  all  officers  to  correspond  to  the  length  of 
the  lesson  course  used.  The  officers  to  con- 
duct all  sessions  of  the  class. 

{i)  Teachers  to  remain  with  the  lesson  course.  In 
case  no  pupils  elect  the  course,  the  teacher 
may  offer  another  course  if  desirable,  or  for 
the  time  enter  a  training  class. 

2.  Equipment. — 

(a)  A  separate  room,  clean,  comfortable,  light,  well 
ventilated,  accessible.  Curtained  or  screened 
place  may  be  made  to  serve. 


WITH  YOUNG  PEOPLE  143 

(b)  A  separate  program  for  entire  department  ses- 

sion. 

(c)  Attractive  and  suitable  decorations,  including 

maps,  flags,  pictures,  etc. 

(d)  Individual  chairs,  preferable  with  tablet  arm. 

(e)  Stereoscopes  for  class  or  department. 

(/)   Stereopticon  for  school  and  departmental  use. 
(g)  Adequate  materials  for  teachers  and  pupils,  in- 
cluding maps,  notebooks,  etc. 
(h)  Cabinets  for  display  of  curios,   protection  of 

supplies,  filing  of  materials,  etc. 
(i)   Reference  library. 
3.  Activities. — Providing  opportunity  for   department 
and   class   groups   or   committees   to   meet   in   both 
recreational  and  service  activities. 

{a)  Bringing  religious  influences  to  bear  upon  the 
physical,  mental,  and  social  sides  of  the 
pupil's  life  through  games,  trips,  camps, 
clubs,  etc. 

(b)  Opportunities  for  pupil  and  leader  to  exercise 

close  helpful  companionship. 

(c)  Helpful  use  of  the  leisure  hours. 

(d)  Community  service  activities. 

(e)  Participation  in  mid-week  activities  of  lower 

groups  as  leaders,  coaches,  directors,  etc. 

(f)  Home  church  service — junior  ofiicers,  evangelis- 

tic, social  service,  etc, 

(g)  World-wide  enterprises. 

Topics  for  discussion: 

1.  Our  class  first. 

2.  Social  distinctions  and  class  membership. 

3.  Making  the  class  an  asset  to  home,  church,  and 
the  world. 


144  HANDBOOK  FOR  WORKERS 

Books  for  further  study: 

Richardson — Religious  Education  of  Adolescents, 
Belts — How  to  Teach  Religion. 
Moxcey — Girlhood  and  Character. 
Stout — Organization  and  Administration  of  Religious 
Education. 


WITH  YOUNG  PEOPLE  145 


CHAPTER  VIII 

THE  CLASS  SESSION 

We  have  seen  that  the  class  in  the  young  people's 
department  is  a  natural  group  of  persons  having  a  cer- 
tain community  of  interests,  needs,  and  capacities. 
They  are  united  in  the  comradeship  of  a  common  task 
or  objective  or  need.    The  purpose  of  the  class  session  is: 

1.  To  enrich  personal  experience. 

2.  To  increase  personal  resource. 

3.  To  develop  the  power  of  self-control. 

4.  To  train  in  intelligent  Christian  service. 
If  these  goals  are  to  be  attained  there  must  be: 

1.  Right  Working  Conditions  for  Instruction. 

2.  Suitable  Lesson  Courses. 

3.  Right  Teaching  Methods. 

4.  Teachers  Adequate  to  the  Task. 

RIGHT  WORKING  CONDITIONS 

Splendid  advance  has  been  made  in  recent  years  in 
providing  the  educational  facilities  needed  by  the  lead- 
ers and  teachers  of  our  Sunday  schools  and  church  work. 
There  is  an  increasing  appreciation  of  the  necessity  for 
adequate  floor  space,  separation  of  age  groups,  and  other 
architectural  factors,  necessary  for  thorough  religious 
educational  work.  There  are  not  nearly  so  many  classes 
married  to  rooms,  to  teachers,  and  to  conditions  as  was 
formerly  the  case.  More  and  more  the  adult  life  of  the 
church  is  realizing  the  potency  of  childhood  and  the 
strategy  of  making  the  educational  process  for  them  as 
natural  and  as  happy  as  possible. 


146  HANDBOOK  FOR  WORKERS 

Equipment. — ^To  all  well  trained  workers  it  is  appar- 
ent that  children  receive  as  indelible  impressions  from  the 
atmosphere  of  a  room  in  which  their  religious  educa- 
tional work  is  done  as  they  do  from  the  materials  them- 
selves. It  is  clear  that  the  equipment  necessary  for  reli- 
gious educational  purposes  corresponds  in  character  to 
that  essential  for  any  other  kind  of  education.  This  in- 
cludes such  items  as  little  chairs  for  little  children,  tablet 
arm  chairs  for  young  people  and  adults,  blackboards, 
maps,  libraries,  filing  cabinets,  curios,  decorations,  pic- 
tures, stereoscopes,  stereopticons,  and  the  like.  More- 
over, the  necessity  for  the  segregation  and  separation  of 
pupils  into  age  groups  in  rooms  which  may  be  provided 
with  atmosphere-producing  equipment  and  where  inter- 
ruptions and  disturbance  are  less  likely,  has  become  a 
standard  part  of  the  architectural  provision  for  modern 
religious  education. 

Time. — Sufficient  time  for  good  work  is  essential.  The 
right  hours  of  the  day  and  the  division  of  the  sessions 
into  periods  of  sufficient  length  to  permit  leaders  and 
teachers  to  accomplish  some  definite  step  in  the  educa- 
tive process  are  now  recognized  as  fundamental.  For 
the  group  under  our  consideration  a  class  period  of  forty 
to  fifty  minutes  is  essential.  Within  this  period  right 
programs,  right  organization,  right  materials  will  have 
an  opportunity  to  exercise  their  stimulating  and  trans- 
forming functions.  Religious  education  uses  the  same 
mental  processes  as  secular  education.  The  lad  per- 
forms the  same  mental  operation  in  learning  the  names 
of  the  books  of  the  Bible  or  the  apostles  as  in  memoriz- 
ing the  names  of  the  Presidents  of  the  United  States. 
Young  people  use  the  same  experiences  as  a  basis  for 
the  perception  of  religious  truths  as  for  other  truths. 
It  is  the  spirit  of  the  Kving  God  who  takes  the  percep- 


WITH  YOUNG  PEOPLE  147 

tions  thus  naturally  acquired  and  transmutes  them  into 
conduct. 

A  program. — ^The  program  for  the  class  session  is 
naturally  under  the  administration  of  the  president  of 
the  class.  No  matter  how  small  the  class  may  be,  cer- 
tain functions  are  a  part  of  each  Sunday  session  of  the 
class.    In  general,  the  class  program  would  be — 

1.  Class  Business. 

Reports  of  committees. 
Other  business. 

2.  Devotions. 

Each  class  session  should  begin  with  a  period  of 
devotion  to  produce  the  right  atmosphere  for  reli- 
gious instruction.  The  responsibility  for  this  is  the 
president's.  It  may  be  shared  from  time  to  time 
with  other  members  of  the  class.  It  affords  a  splen- 
did opportunity  for  training  in  audible  prayer  under 
most  favorable  circumstances. 

3.  The  Lesson  Period. 

This  period  is  under  the  supervision  of  the  teacher, 
the  president  turning  over  the  class  to  the  teacher 
for  the  time  allotted  to  the  lesson  period. 
Teachers  do  well  to  make  it  a  point  to  keep  within 
the  lesson  time,  both  because  of  the  example  and  be- 
cause it  affords  opportunity  for  valid  objection   if  un- 
necessary matters  of  business  are  permitted  to  take 
more  than  the  amount  of  time  allotted  to  business. 
The  distribution  of  time  should  be  made  by  the  class 
so  that  the  class  program  becomes  the  result  of  coopera- 
tive action.    The  working  conditions  of  the  class  should 
also  afford  some  opportunity  for  the  training  of  leaders. 
This  frequently  occurs  through  the  assignment  of  spe- 
cific tasks  in  connection  with  the  operation  of  the  class 
program,  either  during  the  opening  session  or  the  lesson 


148  HANDBOOK  FOR  WORKERS 

period.  Special  assignments  through  the  membership 
and  service  committees  likewise  discover  and  develop 
leadership  capacities. 

Desirable  results  cannot  be  expected  unless  the  work- 
ing conditions  of  the  class  are  made  right. 

SUITABLE  LESSON  COURSES 

The  choice  of  lesson  materials  depends  upon  the  pur- 
pose in  view.  If  we  are  merely  trying  to  give  memory  a 
load,  the  choice  is  both  limited  and  easy.  If  we  seek  to 
provide  religious  ideas  only,  the  course  is  clear.  In- 
creasingly the  church  is  seeing  that  present  conditions 
are  due  largely  to  the  failure  in  her  educative  program 
of  past  years.  In  religious  education,  as  in  secular 
education,  the  materials  and  methods  now  used  are 
being  scrutinized  carefully  to  see  if  they  promote  re- 
flection rather  than  mere  imitation,  to  see  if  they  rightly 
influence  the  springs  of  action,  to  see  if  the  great  funda- 
mental experiences  of  the  race  are  included. 

The  purpose  of  education  is  not  merely  to  have 
each  generation  repeat  the  best  conduct  of  the  pre- 
ceding one.  That  would  result  in  a  static  world  and 
progress  would  be  utterly  impossible.  Each  genera- 
tion must  begin  where  the  preceding  one  leaves  off. 
There  must,  therefore,  be  found  in  the  subject-matter 
of  religious  education  the  social  and  religious  expe- 
riences of  the  race  to  date.  Each  generation,  then,  must 
be  led  to  make  its  contribution  to  the  sum  total  of 
human  resources — spiritual,  social,  political,  economic. 
If  religion  is  to  become  a  motivating  power  in  human 
conduct,  it  must  have  in  its  curriculum  of  education 
those  factors  which  will  tend  to  accomplish  this  end. 
They  must  produce  a  great  spiritual  dynamic.  A  com- 
prehensive knowledge  of  facts  and  principles,  and  a 


WITH  YOUNG  PEOPLE  149 

personal  experience  of  the  transforming  power  of  spirit- 
ual truths  must  be  made  the  common  possession  of  the 
race. 

It  is  obvious  that  this  cannot  be  done  during  the 
years  of  later  adolescence.  If  we  wait  until  then  to  begin 
the  process,  we  shall  have  waited  in  vain.  Literature  is 
increasingly  full  of  appreciation  of  the  educational  power 
of  the  home  and  of  the  significance  of  those  early  years 
during  which  the  home  relations  are  the  dominant  edu- 
cational factors.  The  formal  and  organized  education 
of  the  school  years  is  much  less  effective  because  it 
tends  to  become  separated  from  the  real  problems  and 
conditions  of  daily  living.  Social  education  is  more  real, 
more  positive,  more  important  and  personal,  thus  more 
effective.  It  may  not  produce  more  desirable  results. 
The  lessons  of  the  classroom  may  make  but  faint  im- 
pression. The  lessons  of  the  street  and  playground 
seldom  fail.  In  the  latter  the  participation  of  the  indi- 
vidual is  complete,  thoughtful,  purposive. 

Elective  courses. — For  the  child  in  the  home  and  in 
the  early  grades  older  persons  must  organize  the  living 
conditions.  As  the  years  increase  there  is  an  increasing 
social  experience,  and  thus  an  increasing  contribution 
which  the  individual  may  make  to  the  conditions  under 
which  he  lives.  Building  upon  the  foundations  laid  by 
its  predecessors,  the  new  generation  must  participate  in 
the  planning  and  development  of  those  elements  which 
are  to  become  the  contribution  of  that  generation  to  its 
successors. 

No  adequate  program,  no  lesson  courses,  no  scheme 
of  advance  may  safely  ignore  this  important  factor  of 
pupil  participation.  Lesson  courses,  therefore,  should 
be  chosen  by  the  young  people  themselves.  They  may  to 
some  degree  actually  make  their  own  courses.    All  the 


I50  HANDBOOK  FOR  WORKERS 

lesson  materials  now  in  use  are  the  product  of  human 
experience.  In  order  to  secure  the  largest  benefit  from 
the  experiences  of  the  race  these  have  been  assembled, 
classified,  and  scientifically  arranged.  The  Httle  child, 
the  boy,  the  youth,  each  in  his  own  world  pursues  the 
same  process;  the  little  child  with  his  playthings,  the 
boy  and  his  gun,  the  young  person  and  his  problems, 
are  applying  their  store  of  experience  to  the  conditions 
which  face  them.  The  nature  of  their  experiences  will 
therefore  determine  their  decisions. 

Lesson  materials  are  means. — Religious  education 
is  the  right  control  of  conduct.  Religious  education, 
then,  becomes  the  right  control  of  the  forces  determin- 
ing conduct;  and  the  development  of  right  motive  is 
possible  only  when  the  experiences  of  childhood  and 
youth  are  supplemented  by  the  helpful  experiences  of 
maturity.  All  the  materials  of  religious  education,  then, 
should  be  recognized  as  means  serving  to  this  right 
control,  not  as  ends  in  themselves.  These  materials 
become  the  curricula  of  religious  education.  The 
courses  must,  therefore,  be  vitally  related  to  life.  They 
must  be  within  the  possible  experience  range  of  the 
pupil.  He  must  approach  the  lesson  courses  with  the 
same  attitude  in  which  he  meets  his  life  situations. 
This  attitude  is  of  primary  importance.  There  is  much 
food  for  thought  in  discovering  the  attitudes  with  which 
very  many  of  the  young  people  approach  the  Sunday- 
school  or  department  session,  and  their  motive  as  re- 
lated to  the  lesson  course  in  the  class.  The  tendency  of 
some  classes  to  substitute  football,  dress,  party,  or  other 
subject-matter  for  the  ''regular  lesson"  is  capable  of 
explanation. 

Courses  of  most  worth. — Some  materials  are  of 
more  value  than  others,  but  no  material  is  used  for  it- 


WITH  YOUNG  PEOPLE  151 

self  alone.  Courses  lying  outside  of  the  field  of  the 
pupil's  possible  experience,  those  beyond  his  range  of 
interest  or  beyond  his  capacity  to  comprehend,  cannot 
be  expected  to  result  in  right  attitudes  and  desirable 
motives.  When,  however,  the  pupil  selects  his  own  les- 
son courses,  or  perhaps  helps  to  make  them,  he  ap- 
proaches the  lessons  with  a  personal  and  vital  interest. 
Professor  Duerr  tells  us^  that  the  older  (18  years)  fellows 
in  his  school  suggested  thought  talks  for  each  Sunday 
evening  ''if  they  might  do  some  of  the  talking"  as  well 
as  ''determine  the  questions  to  be  discussed."  In  an 
organized  Young  People's  Department  the  members 
suggested  the  following  courses  as  desirable:  Social 
service  principles  and  methods,  special  Bible  study, 
comparative  religions,  teaching  methods,  religion  in  the 
light  of  present-day  knowledge.  Christian  America  in 
international  relations,  a  study  of  India,  a  study  of 
Palestine,  modern  problems  as  Jesus  saw  them,  methods 
of  personal  evangelism,  rural  church  work  and  oppor- 
tunities. Christian  leadership  in  the  community,  the 
meaning  of  faith,  fundamentals  of  the  Christian  religion, 
Christianity  and  the  social  crisis,  prayer,  the  work  of 
the  Holy  Spirit,  miracles,  the  divinity  of  Christ.^ 

No  fear  need  be  felt  with  respect  to  the  character  of 
the  lessons  chosen  when  the  principle  of  elective  courses 
obtains  in  the  Young  People's  Department  and  when  pro- 
per care  has  been  exercised  in  the  creation  of  the  courses. 

The  courses  should  be  brief,  consisting  of  thirteen, 
twenty-six,  or  fifty-two  lessons.  The  problems  of  young 
people  are  specific.  The  learning  process  is  now  a  mat- 
ter of  finding  the  answer  to  concrete  doubts,  conditions, 
questions. 

'  Religious  Education,  December,  1917. 
'  Evanston,  1919. 


152  HANDBOOK  FOR  WORKERS 

Short  courses  desirable. — Young  people  for  educa- 
tional, economic,  or  other  reasons  change  their  church 
homes  frequently.  Interest  wanes  in  an  incomplete 
course.  Also,  coming  into  the  middle  of  a  long  course 
is  a  distinct  disadvantage.  Many  of  the  serious  ques- 
tions of  young  people  can  be  treated  satisfactorily  in 
thirteen  to  twenty-six  lessons.  Short  courses  make  pos- 
sible a  rich  curriculum,  and  thus  a  wider  range  of  choice. 

Basis  of  choice. — Young  people  do  not  always  know 
what  knowledge  is  of  most  worth.  Some  basis,  there- 
fore, of  judgment  should  be  afforded  so  that  the  courses 
chosen  may  have  certain  desirable  qualities.  Professor 
George  H.  Betts  names^  three  tests  which  should  be 
appUed  in  a  choice  of  lesson  materials: 

1.  Does  the  material  contsim  fruitful  knowledge? 

2.  Does  it  insure  right  attitudes? 

3.  Does  it  modify  conduct? 

In  the  actual  application  of  the  principle  of  elective 
lesson  courses  it  will  be  found  that  classes  which  have 
been  in  existence  for  some  time  will  probably  decide  to 
stick  together  and  accept  the  majority  choice  of  lessons 
or  arrange  to  take  several  desirable  courses  in  sequence, 
generally  under  the  supervision  of  the  same  teacher. 

In  college  towns  students  will  tend  to  choose  courses 
too  advanced  for  or  uninteresting  to  the  town  pu- 
pils. But  whether  those  conditions  obtain,  or  the 
groups  be  industrial,  rural,  or  the  like,  the  present 
tendency  is  to  select  biblical  courses  or  courses  showing 
the  immediate  application  of  the  social  message  of  the 
gospel  to  modem  conditions  and  problems.  Experience 
shows  also  that  the  free  choices  of  young  people  tend 
to  fall  into  four  or  five  general  fields,  namely,  Bible 
Study,   Mission  Study,  Leadership  Training  Courses, 

*  Betts — How  to  Teach  Religion,  1919,  p.  109. 


WITH  YOUNG  PEOPLE  153 

Personal  Work,  Christian  Fundamentals,  and  General 
Informational  Courses,  such  as  Church  History,  Com- 
parative Religions,  etc. 

Annual  prospectus. — An  increasing  number  of  Sun- 
day schools  publish  annually  a  prospectus  of  the  school 
showing,  among  other  things,  the  lesson  courses  avail- 
able for  the  ensuing  year.  Sometimes  suggestions  are 
made  as  to  the  sequence  of  courses  so  that  classes  not 
wishing  to  change  their  personnel  or  teacher  may  have 
their  attention  directed  to  courses  that  are  complemen- 
tary. This  is  a  very  helpful  procedure.  Some  schools 
and  departments  are  too  small  in  size  to  have  a  wide 
range  of  courses.  These  might  arrange  a  sequence  of 
courses  for  a  year  so  that  different  matters  may  be  con- 
sidered. No  school  or  class  is  so  small  as  to  prevent 
the  young  people  from  choosing  their  own  lesson  ma- 
terials. Even  when  the  class  or  department  may  not 
have  their  own  room  or  separate  section  the  lessons  may 
be  determined  by  the  wish  of  the  class.  It  is  possible 
for  one  class  in  a  school  to  have  elective  lessons  even 
when  all  the  others  prefer  uniformity. 

The  following  list  of  available  lesson  courses  is  merely 
suggestive.  Denominational  Sunday-school  houses  have 
lists  showing  courses  suitable  for  young  people.  They 
also  provide  leaflets  showing  the  official  leadership 
training  courses  and  requirements  for  certificates  and 
diplomas.  A  more  detailed  treatment  of  this  phase  will 
be  found  in  the  chapter  on  leadership. 

I.  Biblical  Courses  should  comprehend  such  courses 
as — 
Life  and  Times  of  Jesus: 

I.  The  Manhood  of  the  Master — Fosdick. 

Designed  to  make  one  familiar  with  the 
man,  Christ  Jesus,  to  know  the  virile 


154  HANDBOOK  FOR  WORKERS 

quality  of  his  character,  and  to  appre- 
ciate the  spirit  of  his  personaHty. 

2.  The  Life  of  Jesus — Rail. 
The  Teaching  of  Jesus — Rail. 

Contains  lessons  intended  for  a  diligent 
study  essential  to  the  intelligent  inter- 
pretation of  the  Master's  life  and  teach- 
ing. 

3.  Sttidies  in  the  Parables  of  Jesus — Luccock. 

Interesting  and  helpful  application  of  the 
parables  of  Jesus  to  present-day  life. 

4.  How  Jesus  Met  Life  Problems — Elliot. 

Helpful  guide  to  student  in  meeting  life 
questions. 

5.  Meeting  the  Master — Davis. 

A  study  of  the  intimate  relationship  of 
Jesus  with  those  he  met,  revealing  his 
character  and  teaching. 

6.  The  Cause  of  Jesus — Curry. 

A  very  workable  and  helpful  study  of  the 
cause  of  Jesus,  based  on  a  study  of 
Mark's  Gospel. 

II.  General  Bible  Studies,  such  as — 
Old  Testament: 

1.  Great    Characters    of    the    Old    Testament — 

Rogers. 
Old  Testament  movements  in  terms  of  its 
leading  characters. 

2.  The  Worker  and  His  Bible — Eiselen-Barclay. 

Unexcelled  introductory  study  of  the  Bible. 
Gives  briefly  purpose  and  actual  message 
of  each  book. 

3.  Old  Testament  History — Peritz. 

Excellent  introduction  to  the  history  of 
the  Old  Testam^ent  Period. 


WITH  YOUNG  PEOPLE  155 

4.  The  Many-Sided  David— Rowdird. 

From  his  call  to  service  to  the  close  of  his 
career  the  student  comes  to  know  David 
as  a  familiar  friend.  His  struggles,  fail- 
ures, successes  have  present-day  values. 

5.  Psalms  of  the  Social  Life—McAiee. 

The  sorrows,  hopes,  fears,  cares,  in  fact, 
all  human  moods  as  expressed  by  the 
psalmist,  make  material  for  this  study. 
Better  for  later  years  of  this  period. 

6.  Student's  History  of  tlie  Hebrews— Knott. 

A  clear,  historical  survey  of  the  develop- 
ment  of  the   life  and  religion  of   the 
Hebrews. 
Paul  and  Epistles: 

7.  A  Life  at  Its  Best — Edwards-Cutler. 

Paul  presented  as  a  man  of  action  and  a 
messenger  of  the  gospel  at  work  in  the 
world. 

8.  The  Pauline  Epistles-— Yidcye?,. 

A  thorough  study  of  Paul's  letters  in- 
tended for  those  willing  to  devote 
serious  study  to  this  subject. 

9.  Introduction  to  the  New  Testament — Dods. 

A  brief  survey  of  the  books  of  the  New 
Testament   giving   date,    outline,   mes- 
sage; most  helpful  and  stimulating. 
General : 
10.  A  Living  Book  in  a  Living  Age — Hough. 

The  Bible  made  alive  in  our  times;  dis- 
covers sources  of  power  in  the  Bible 
when  translated  into  life. 
HI.  Mission  Study  should  outline  the  world  program 
and  create  Christian  attitudes  toward  world  re- 
lationship   and    responsibiHties,    supply    compre- 
hensive information  on  world  needs  and  other 
religions. 


iS6  HANDBOOK  FOR  WORKERS 

1.  Marks  of  a  World  Christian — Fleming. 

An  analysis  of  the  world  vision  which  each 
Christian  shotild  bring  to  bear  on  worid 
relations. 

2.  Faiths  of  Mankind — Soper. 

Study  of  the  religions  of  the  world,  indi- 
cating their  effect  on  life  and  character. 

3.  Program  of  the  Christian  Religion — Shack- 

ford. 
Sets  forth  the  world  task  of  Christianity 
and  indicates  to  what  extent  this  task 
is  being  achieved. 

4.  The  World  and  the  Gospel—Oldham, 

An  adequate  presentation  of  the  challenge 
of  the  world's  needs  to  the  gospel  pro- 
gram. 

5.  Comrades  in  Service — Burton. 

Eleven  studies  of  splendid  lives  devoted 
to  Christian  service. 

6.  Training  World  Christians — Loveland. 

Devoted  entirely  to  the  problem  of  mis- 
sionary education;    clear  and   accurate 
statement  of  facts;  practical  suggestions. 
IV.  The  Church  and  Biography — 

1.  A    Methodist   Church   and   Its    Work — Tippy- 

Kern. 
Designed  to  prepare  young  people  for  effi- 
cient service  as  official  members  in  the 
church. 

2.  Methodist  Heroes  of  Other  Days — Ay  res. 

3 .  Great  Men  of  the  Christian  Church — Walker. 

Especially  for  a  young  men's  class. 

4.  Lives  Worth  Living — Peabody. 

For  a  young  women's  class.    A  study  of  the 
worth  while  lives  of  notable  women. 

5.  Essentials  of  Methodism — McConnell. 

A  small  but  helpful  volume  on  essentials. 


WITH  YOUNG  PEOPLE  157 

6.  John  Wesley y  Jr. — Brummitt. 

Interesting  for  reading  or  study,  telling  in  a 
unique  manner  the  story  of  the  world- 
wide work  of  the  Methodist  Church. 

V.  Church  Leadership — 

1.  The  Pupil  and  the  Teacher — Weigle. 

Helpful  and  practical  discussion  of  the  de- 
velopment and  training  of  the  religious 
life. 

2.  How  to  Teach  Religion — Betts. 

A  stimulating  book  by  a  popular  writer. 

3.  Life  in  the  Making — Barclay-Brown. 

A  practical  course  on  the  development  of 
the  religious  life  from  childhood  to  adult- 
hood. 

4.  The   Organization   and   Administration   of  the 

Sunday  School — Cuninggim-North. 
One  of  the  most  useful  books  in  this  field. 

VI.  Evangelism — 

1.  The  Human  Element  in  the  Making  of  a  Chris- 

tian— Conde. 
One  of  the  best  small  books  on  personal 
evangelism. 

2.  Evangelism  in  the  Sunday  School — Hay. 

A  booklet  presenting  the  opportunity  and 
methods  by  which  pupils  may  be  won  to 
Christian  faith  and  trained  in  Christian 
living. 

3.  Training  the  Devotional  Life — Weigle-Tweedy. 

A  study  of  worship  as  it  relates  to  the  dif- 
ferent age  groups.    Brief  and  practical. 

4.  The  Sunday  School  an  Evangelistic  Opportunity 

— Hannan. 
One  of  the  most  helpful  small  books  on  this 
subject. 


158  HANDBOOK  FOR  WORKERS 

5.  Methods  oj  Evangelism  in  the  Sunday  School — 
Brown. 
A  course  of  practical  methods  in  Sunday- 
school  evangelism  by  one  who  has  already 
worked  the  plans  with  eminent  success  in 
his  own  Sunday  school. 
VII.  Social  Service  and  Life  Service — 

1 .  Meaning  0}  Service — Fosdick. 

A  study  in  the  practical  overflow  of  the 
Christian  life  in  useful  ministry. 

2.  Social  Principles  oj  Jesus — Rauschenbusch. 

Presents  the  convictions  of  Jesus  on  the 
social  and  ethical  relationship  and  duties 
of  men. 

3.  A  Challenge  to  Life  Service — Harris-Robbins. 

Attempts  to  point  out  Jesus'  solution  of 
using  time  and  life  in  serving  the  King- 
dom. 

4.  Hovu  God  Calls  Men — Davis. 

Studies  in  vocational  choices  as  illustrated  in 
leading  biblical  characters. 

5.  Graded  Social  Service  in  the  Sunday  School — 

Hutchins. 
Contains   list   of   service   activities   for   all 
grades  in  the  Sunday  school;  standard  on 
this  subject. 

ARRANGEMENTS  FOR  CHOOSING  COURSES 

1.  Secure   sample   copies   from   the   denominational 
bookstore. 

2.  Have  a  committee,  with  the  teacher,  examine  the 
books  and  select  the  most  suitable  courses. 

3.  Present  these  to  the  class  with  recommendations. 

4.  Have  members  of  class  indicate  their  choice. 

5.  If  more  than  one  course  is  selected,  secure  teacher 
for  each  course  and  have  groups  take  course  chosen. 


WITH  YOUNG  PEOPLE  159 

PRINCIPLES   OF   CHOICE 

(a)  The  content  should  be  both  interesting  and  suit- 
able to  age  involved. 

(b)  The  course  should  meet  the  needs  of  the  pupils. 

(c)  The  course  should  provide  for  development  of  life 
and  leadership  capacities. 

(d)  The  course  should  enrich  personal  life  and  chal- 
lenge to  Christian  life  investment. 

RIGHT  TEACHING  METHODS 

Not  only  the  materials,  but  the  methods  of  teaching 
are  to  be  tested  by  the  results  they  produce.  Not  only 
the  pupil,  but  the  teacher,  may  be  asked  why  he  is 
using  a  given  lesson  course.  Generally,  the  class  re- 
flects the  attitude  of  the  teacher.  The  human  element 
in  the  teaching  process  is  of  primary  importance.  Thus 
many  technically  untrained  teachers  seem  to  obtain  bet- 
ter results  than  some  possessed  of  a  knowledge  of  the 
technique  of  teaching.  It  is  well  to  know  the  person- 
ality, the  experience,  and  the  training  of  a  prospective 
teacher  before  making  the  assignment  to  leadership  in  a 
young  people's  group. 

The  teacher  chooses. — The  principle  of  choosing 
lesson  courses  is  not  confined  to  the  classes.  The  teach- 
ers may  also  choose.  The  teacher  with  a  special  interest 
in  Paul  or  Moses  will  naturally  select  courses  dealing 
with  his  chief  interest.  Because  of  this  he  will  make 
the  course  attractive  and  young  people  will  want  to 
come  into  contact  with  such  enthusiasm  and  wealth  of 
materials  as  that  kind  of  motive  is  bound  to  supply. 
Elective  courses  make  it  possible  for  every  person  in 
the  Young  People's  Department  to  take  every  course. 
Thus  the  inspiration  as  well  as  the  lesson  materials  be- 
come the  common  possession  of  the  entire  department. 


i6o  HANDBOOK  FOR  WORKERS 

All  the  teachers  belong  to  all  the  pupils,  and  all  the 
pupils  to  all  the  teachers.  The  consequent  opportunity 
to  increase  the  richness  and  improve  the  methods  of  the 
course  is  worthy  of  serious  consideration.  Both  pupil 
and  teacher  thus  approach  the  course  with  right  atti- 
tudes and  motives. 

Formal  discipline. — Very  many  Sunday  schools  still 
have  teachers  who  cling  to  the  old  doctrine  of  formal 
discipline  in  their  teaching,  and  who  insist  upon  pro- 
viding memory  with  a  load  to  carry.  The  performance 
of  certain  formal  mental  discipline  is  supposed  to  have 
the  effect  of  producing  desirable  responses  in  other  lines 
of  activity.  This  does  not  always  produce  the  desired 
result.  Facing  the  sign:  "I  Am  Late"  upon  entering  the 
school  or  class  more  frequently  produces  embarrassment 
and  resentment  than  the  motive  to  come  early  next 
time. 

Doctrine  of  interest. — Many  other  teachers  have 
progressed  beyond  the  "duty"  and  "ought"  stage.  They 
seek  "to  make  the  lesson  interesting."  A  narrative  form 
of  presentation  and  a  wealth  of  viv^d  illustration  mark 
this  attitude.  It  is  a  vast  gain  over  the  preceding 
method,  but  sometimes  "the  trees  are  lost  in  the  for- 
est," the  illustration  only  being  retained  by  the  pupil. 

Constructive  method. — Some  other  teachers,  while 
holding  the  doctrine  of  interest,  use  the  pupil's  own 
experiences  and  thinking  to  construct  the  fabric  of  les- 
son truth.  This  constructive  method  has  the  \artue  of 
large  participation,  and  requires  unusual  teaching  skill. 
It  produces  wholesome  results. 

Project  method. — There  is  a  marked  tendency 
among  some  other  teachers  increasingly  to  employ  the 
project  method  in  their  teaching.  This  consists  in  dis- 
covering or   creating  some  purposeful  pupil   activity. 


WITH  YOUNG  PEOPLE  i6i 

The  study  and  the  solution  of  the  problem  are  carried 
over  into  the  actual  performance  of  the  project.  Thus 
the  learning  and  the  doing  are  united  in  an  effective 
process.  The  desire  rightly  to  master  a  real  situation 
is  the  motive.  "The  motive  and  occasion  arise  to- 
gether. The  teacher  has  but  to  steer  the  process  of 
evaluating  the  situation.  The  teacher's  success  will 
consist  in  gradually  eliminating  loss  or  waste  from  the 
success  of  the  procedure."^ 

In  this  method  the  pupil  is  faced  by  a  concrete  situa- 
tion to  which  he  must  find  the  answer.  The  purposeful 
act  of  working  out  the  solution  of  the  problem  becomes 
a  training  in  right  motives.  This,  says  Coe,  is  "the  very 
essence  of  method  in  the  teaching  of  religion." 

It  is  not  the  province  of  this  book  to  discuss  in  detail 
teaching  methods,  class  management,  and  the  like.  The 
reader  is  referred  to  the  books  listed  at  the  end  of  the 
chapter;  especially  to  Sheridan,  Learning  and  Teaching; 
Barclay,  Principles  of  Religious  Teaching;  Edman, 
Human  Traits;  Betts,  Classroom  Management;  Betts, 
How  to  Teach  Religion;  McKinney,  The  Art  of  Ques- 
tioning (pamphlet). 

Special  plans. — Some  practical  suggestions  grow  out 
of  Sunday-school  experiences  with  young  people's  classes. 
There  is  added  interest  in  having  the  members  of  the 
class  (especially  the  teacher  training  or  leadership  train- 
ing class)  conduct  the  whole  or  part  of  the  lesson  period. 
If  the  group  or  circle  plan  (Chapter  VII)  is  used,  one  of 
these  groups  may  be  given  the  responsibility  of  the 
lesson.  The  assignment  of  special  topics,  the  use  of 
debates,  of  dramatizations,  of  special  reports,  of  inves- 
tigations, and  many  other  activities  of  a  like  nature  are 
found  most  practicable  and  helpful  with  this  group. 

1  Kilpatrick— r/jc  Project  Method. 


i62  HANDBOOK  FOR  WORKERS 

Some  teachers  reserve  the  last  five  minutes  of  the 
lesson  period  for  themselves  to  suggest  ways  of  improv- 
ing the  teaching  method  used,  to  insure  correct  em- 
phasis of  lesson  points,  to  offer  suitable  challenge  for 
decision  or  service  activities,  and,  in  general,  to  protect 
the  class  from  the  results  of  immature  or  ill-considered 
statements  by  amateur  leaders. 

Credits. — The  use  of  a  system  of  class  credits  for 
lesson  study,  church  attendance,  promptness,  securing 
new  members,  visits,  etc.,  sometimes  stimulates  activity 
along  these  lines.  (At  least  forty-five  minutes  spent  on 
the  lesson  is  the  minimum  for  which  credit  in  lesson 
study  should  be  given.  The  class  should  decide  what  is 
the  minimum  obligation  of  persons  of  their  age  for  at- 
tendance upon  the  regular  Sunday  and  midweek  serv- 
ices of  the  church,  etc.) 

Notebooks. — Composite  class  notebooks  are  a  pleas- 
ant and  profitable  activity.  Each  pupil  so  minded  adds 
a  page  or  more,  developed  on  his  own  initiative  and 
along  the  line  of  his  own  personal  interest,  for  each 
lesson  studied.  This  would  include  analysis,  specially 
correlated  items  from  newspapers,  magazines,  and  the 
like,  maps  and  diagrams,  illustrative  sketches,  lesson 
poems,  etc.  The  name  of  the  donor  or  author  should 
be  placed  upon  each  item  presented.  When  assembled 
in  loose-leaf  book  form  such  a  book  makes  a  most  val- 
uable and  stimulating  record  of  the  activities  of  the 
class.  It  also  tends  to  encourage  careful  midweek  study 
of  the  lesson  and  provides  a  means  of  discovering  the 
sort  of  contribution  the  individual  may  and  desires  to 
make. 

The  most  successful  teachers  of  young  people  are 
those  whose  class  members  tend  more  and  more  to  take 
part  in  the  discussion  during  the  class  session.     As  in 


WITH  YOUNG  PEOPLE  163 

that  other  instance,  when  a  young  man  was  setting  out 
upon  His  life's  task,  so  here  the  attitude  of  the  leader  or 
teacher  must  be,  "He  must  increase,  but  I  must  de- 


TEACHERS  ADEQUATE  TO  THE  TASK 

The  experience  of  generations  has  shown  that  not 
things,  not  lessons,  but  persons  are  the  chief  agency  in 
education,  whether  religious  or  secular. 

One  of  the  crying  needs  of  the  Sunday  schools  of 
to-day  is  for  persons  trained  for  the  task  of  teaching. 
Approximately  but  one  in  ten  now  teaching  in  our  Sun- 
day schools  has  had  any  sort  of  recognized  training  for 
this  work. 

The  problem  of  an  adequate  supply  of  adequately 
trained  teachers  and  leaders  is  both  difficult  and  imme- 
diately pressing.  Discussion  of  this  matter  will  be  found 
in  Chapter  XII.  It  is  sufficient  merely  to  call  attention 
to  it  at  this  point. 

SUMMARY 

When  through  the  Young  People's  Department  the 
church  has  provided  the  right  conditions  of  instruction, 
suitable  lesson  materials,  desirable  teaching  methods, 
and  an  adequate  force  of  trained  teachers,  then  only 
will  the  church  have  fulfilled  its  obligation  to  assist  its 
young  people: 

1.  To  enrich  their  personal  experience. 

2.  To  increase  their  personal  resources. 

3.  To  develop  the  power  of  self -compulsion. 

4.  To  become  trained  and  intelligent  Christian  work- 

ers. 
These  may  be  accomplished  by  means  of: 


i64  HANDBOOK  FOR  WORKERS 

I.  Elective  Lesson  Courses — 

(a)  Short  Courses  of  thirteen,  twenty-six,  or  fifty- 
two  weeks  dealing  with  the  needs  and  interests  of 
later  adolescence — as,  study  of  the  developing  life, 
study  of  the  teaching  process,  study  of  leadership, 
mission  study,  general  and  denominational  church 
history,  special  Bible  study  courses,  training  of  the 
devotional  life;  study  of  the  history,  organization, 
and  administration  of  the  Sunday  school;  message 
and  program  of  the  Christian  religion,  the  funda- 
mentals of  the  faith,  study  of  the  denomination  and 
its  work,  etc. 

{h)  Pupil  participation  in  department  and  class 
sessions. 

{c)  Acquaintance  with  current  religious  literature. 

(d)  Participation  as  assistants  or  leaders  in  week- 
day activities  of  beginners,  primaries,  juniors,  and 
intermediates.     (Especially  for  those  pupils  over  20.) 

(e)  Investigations  of  local  social,  industrial,  recrea- 
tional, educational  conditions. 

(/)  Planning  and  executing  correlated  programs  of 
service  activities,  including  deputation  work  and 
evangelism. 

(g)  Worship  in  harmony  with  the  religious  life  of 
eighteen  to  twenty-four  years. 

1 .  Conducted  by  pupil  officers  or  other  pupils 

of  the  department  and  class. 

2.  Definite  instruction  in  the  devotional  life 

with  opportunities  for  expression  in  tes- 
timony and  prayer. 

3.  Opportunities  for  leadership  of  devotional 

services  and  activities. 

4.  Giving  of  time  and  substance,  and  life. 

5.  Attendance  and  participation  in  worship 

services  of  the  church. 


WITH  YOUNG  PEOPLE  165 

Qt)  Participation  in  the  business  connected  with  de- 
partment, class,  school  and  church  activities. 

1.  Responsibility  for  business  of  department 

and  class. 

2.  Responsibility  for  and  participation  in  the 

larger  benevolent  and  other  interests  of 
church  and  school. 
{i)  Leadership  in  local  commimity  educational,  so- 
cial, recreational  activities. 

II.  Teachers  and  Leaders  Qualified  by  nature,  reli- 
gious experience  and  training  to: 

(a)  Understand  and  appreciate  the  experience, 
needs,  and  possibilities  of  later  adolescence. 

(6)  Understand  and  appreciate  the  necessity  for 
training  leaders  through  pupil  participation. 

(c)  Live  both  their  profession  and  teachings. 

{d)  Be  companion  and  friend. 

{e)  Adequately  meet  the  need  of  these  pupils  for 
sympathy,  steadying,  inspiration,  a  constant  chal- 
lenging of  the  lives  to  fullest  devotion  to  Christian 
service. 

(/)  Steadily  urge  the  going  out  to  serve  of  every 
pupil,  though  the  class  as  such  should  cease  to  exist 
because  of  it. 

(g)  Develop  every  potential  leader. 

ih)  Secure  the  definite  enlistment  of  every  pupil  in 
some  form  of  constructive  service. 

{i)  Possess  or  be  in  training  for  a  diploma  covering 
an  accredited  Training  Course. 

(/)  Continue  specialization  either  through  a  Study 
Course  or  by  reading  at  least  one  book  per  year  on 
the  field  of  later  adolescence;  and  to  seek  contact 
with  Sunday  School  leaders  through  attendance  upon 
schools  of  methods,  institutes,  and  the  like. 


i66  HANDBOOK  FOR  WORKERS 

Topics  for  discussion: 

1.  The   ability   of   young   people   to   select   suitable 

courses. 

2.  The  need  for  Bible  study. 

3.  Relating  religious  truth  to  modern  life. 

4.  All  the  teachers  for  all  the  pupils. 

Books  for  further  study: 
Betts — How  to  Teach  Religion. 
Betts — Classroom  Management. 
Edman — Humcn  Traits. 
Galoway — The  Use  of  Motives  in  Moral  and  Religious 

Educatiofi. 
Coe — Education  in  Religion  and  Morals. 
Barclay — Principles  of  Religious  Teaching. 
Sheridan — Learning  and  Teaching. 


WITH  YOUNG  PEOPLE  167 


CHAPTER  IX 

YOUNG  PEOPLE  IN  VILLAGE  AND 
COUNTRYSIDE 

It  is  safe  to  say  there  is  no  more  important  problem 
facing  the  church  in  village  and  countryside  than  how 
to  win  and  hold  the  young  people.  In  the  open  country 
and  in  the  villages  the  younger  age  groups  predominate, 
but  the  churches  are  made  up  largely  of  adults. 

Professor  C.  J.  Hewett^  is  authority  for  the  statement 
that  seventy  per  cent  of  the  church  membership  in  vil- 
lage and  open  country-  is  over  thirty  years  of  age.  And 
forty  per  cent  of  it  is  over  fifty  years  of  age.  This  situa- 
tion presupposes  little  if  any  sympathy  with  the  young 
person's  point  of  view.  This  may  account  for  the  fact 
that  in  an  Illinois  village  not  one  young  man  has  joined 
the  church  in  thirty  years. 

The  young  people  who  are  kept  within  the  church 
and  community  until  they  pass  this  critical  period  do 
not  leave.  This  is  really  the  ''dead  line"  in  rural  church 
work  ^dth  them.  Young  people  in  \dllage  and  country- 
side do  not  differ  from  those  of  any  other  geographical 
location  except  in  the  conditions  which  surround  them. 
The  same  aspirations,  the  same  hopes  and  fears,  the 
same  loves  and  hates,  the  same  struggles  and  successes 
as  are  present  in  the  larger  centers  of  activity  are  found 
here. 

In  the  rural  community  we  find  fewer  possible  classi- 
fications of  young  life  than  in  the  city  because  Ufe  is  less 

1  Professor  of  Rural  Sociolog>-,  Northwestern  University,  Evanstoa,  Illinois. 


i68  HANDBOOK  FOR  WORKERS 

complex  and  not  so  closely  organized.  However,  we 
must  recognize  that  even  here  there  are  those  who  nat- 
uraUy  find  themselves  thinking  and  acting  more  or  less 
alike.  There  are  the  young  men  who  are  merely  await- 
ing the  time  when  they  can  get  off  to  the  city,  and  the 
young  women  who,  while  participating  in  the  work  of 
the  home,  are  longing  for  the  time  when  that  home 
may  be  transferred  to  where  the  lights  are  brilliant  and 
the  opportunities  for  meeting  friends  are  increased. 
Some  long  for  the  educational  and  cultural  opportuni- 
ties supposed  to  be  offered  by  the  city. 

New  vision. — On  the  other  hand,  there  are  young 
men  and  women  who  are  increasingly  conscious  of  the 
opportunities  offered  right  at  home  to  improve  world 
conditions.  An  increasing  number  of  young  people  are 
returning  from  our  colleges  enthusiastically  intent  upon 
the  reconstruction  of  the  conditions  in  the  home  com- 
munity. Many  of  our  finest  trained  young  men  and 
young  women  are  beginning  to  realize  that  there  is  no 
more  pressing  need  and  no  greater  challenge  to  the  in- 
vestment of  the  best  that  education  and  culture  can 
provide  than  is  to  be  found  in  the  average  rural  com- 
munity. Ministers,  students,  welfare  agencies,  business 
men  have  united  in  demanding  of  the  educational  insti- 
tutions specialized  courses  in  training  for  leadership  in 
this  needy  field. 

There  is  perhaps  no  needier  field  lor  physicians, 
teachers,  scientific  management,  industrial  cooperation, 
social  and  recreational  leadership  than  is  to  be  found  in 
most  of  our  outlying  communities.  A  rural  community 
in  Pennsylvania  formerly  supporting  twp  physicians  is 
now  under  the  handicap  of  sending  six  miles  for  the 
nearest  one.  A  schoolhouse  in  this  same  section  had  to 
be  closed  because  there  was  no  teacher  available. 


WITH  YOUNG  PEOPLE  169 

Training  in  the  pulpit  is  sorely  needed.  But  there 
should  be  training  in  the  pew  as  well.  It  is  a  mistake 
to  think  the  ministry  exhausts  the  opportunities  for 
trained  workers  in  the  rural  field.  The  need  is  great  all 
along  the  line.  At  present  the  young  people  in  our 
rural  churches  have  pitifully  little  training  for  their  work 
and  are  limited  largely  to  such  things  as  they  may  them- 
selves devise  or  gather  from  popular  discussions  in 
magazines  and  periodicals. 

Old  ideas. — Many  false  assumptions  have  grown  up 
concerning  the  work  of  the  farm,  the  hamlet,  and  the 
small  town.  The  small  number  of  people  involved  has, 
in  our  American  rush  for  quantity,  led  us  to  accept  the 
idea  that  the  work  itself  in  these  sections  was  small.  We 
have  also  assumed  that  the  work  in  village  and  country- 
side should  be  merely  a  modified  city  program.  The 
splendid  body  of  men  and  women  who  are  giving  their 
lives  to  the  study  and  development  of  programs  for 
outlying  sections  have  illustrated  beyond  the  shadow  of 
a  doubt  that,  while  the  principles  underlying  the  minis- 
try to  life  are  the  same  the  world  over,  in  city,  village, 
and  hamlet,  each  has  its  own  peculiar  conditions,  and 
therefore  each  must  have  its  own  fitting  program.  The 
educational  method  and  process  in  developing  right  atti- 
tudes. Christian  motives,  and  skill  in  living  used  with 
the  boy  reared  in  the  open  country  do  not  differ  from 
those  used  in  the  attainment  of  a  similar  goal  for  the 
boy  reared  in  a  large  city.  The  materials,  however, 
may  differ  because  the  environmental  factors  are  dif- 
ferent. The  discussion  in  this  chapter,  therefore,  will 
accept  the  conclusions  developed  in  the  preceding 
chapters.     It  will  be  necessary  only  to  recognize: 

I.  The  different  conditions  as  compared  with  large 
centers. 


I70  HANDBOOK  FOR  WORKERS 

2.  The  new  day  in  rural  work. 

3.  The  necessary  adjustments  in  materials. 

4.  Methods  the  special  factors  in  rural  work. 

5.  The  development  of  rural  leadership. 

CONDITIONS 

Social  and  recreational. — The  facts  brought  to  light 
through  the  assembly  in  army  training  camps  of  a  cross 
section  of  our  American  civilization  were  both  startling 
and  illuminating.  Among  others  was  the  surprising  fact 
that  on  the  average  the  young  man  brought  up  under  a 
rural  program  did  not  have  the  physique  or  endurance 
of  the  one  who  had  been  brought  up  under  city  conditions; 
another,  that  he  did  not  have  the  same  range  of  recrea- 
tional resources,  while  the  average  city- trained  man  had 
had  the  opportunities  of  organized  recreation  under  the 
supervision  of  trained  leaders  in  grades  and  high  school, 
and  his  recreational  opportunities  were  limited  only  by 
economic  and  time  facilities.  Even  casual  observation 
discovers  the  tragic  dearth  of  recreational  and  social 
opportunities  in  the  average  village  and  open  country 
section.  In  most  instances  the  church  and  schoolhouse 
are  closed.  The  young  people  are  forced  to  go  to  the 
nearest  town  for  their  fun.  The  automobile  ride  and 
the  character  of  fun  provided  for  the  young  people  are 
not  always  desirable. 

The  old  idea  that  because  much  time  is  spent  by 
young  people  in  outdoor  work  there  is  no  need  for 
recreation  has  been  thoroughly  supplanted  with  the 
knowledge  that  the  instinct  for  social  and  recreational 
activities  is  as  deep-seated  and  insistent  in  the  lives  of 
rural  young  people  as  in  the  lives  of  city  young  people. 
The  fact  of  the  larger  percentage  of  moral  tragedies  oc- 
curring in  outlying  sections  than  occur  in  cities  is  evi- 


WITH  YOUNG  PEOPLE  171 

dence  of  a  social  instinct,  naturally  sweet  and  clean, 
gone  wrong.  In  open  country  appointments  with  no 
provision  for  social  and  recreational  life  moral  tragedies 
are  not  infrequent. 

The  loneliness  in  village  and  open  country,  the  small 
number  of  young  people,  and  the  tendency  particularly 
of  the  young  men  to  leave  these  sections  for  the  ap- 
parently greater  attractions  and  opportunities  of  the 
city  leaves  many  a  young  person  to  a  lonely  and  com- 
panionless  existence.  This  is  particularly  true  of  the 
young  women,  some  of  whom  in  sheer  desperation  have 
foDowed  the  suggestions  of  those  who  are  willing  to 
take  advantage  of  such  conditions  to  satisfy  their  own 
or  the  selfish  desires  of  others.  Sometimes  the  outlet  of  a 
more  or  less  undesirable  marriage  is  the  only  relief  that 
can  be  found  for  the  dull  monotony  of  the  years.  In 
outlying  districts  where  church  services  are  intermit- 
tent, and  in  some  seasons  of  the  year  entirely  aban- 
doned, there  is  no  center  of  social  intercourse.  Books, 
papers,  and  magazines  are  conspicuous  by  their  ab- 
sence. The  round  of  social  opportunities  comprises 
funerals,  weddings,  picnics,  family  reunions,  and  church 
services.  The  children  are  left  pretty  largely  to  their 
own  devices  in  developing  their  recreational  opportuni- 
ties during  the  above  occasions,  no  special  provision 
being  made  for  them  at  all,  they  having  been  taken 
along  as  a  sort  of  necessary  evil. 

This  condition  is  decreasingly  true  as  one  moves  away 
from  the  isolated  habitations.  Among  the  agencies  that 
are  changing  this  situation  as  rapidly  as  possible  are  the 
public-school  teacher  with  social  vision,  the  county  agri- 
cultural and  home  demonstration  agents,  the  modern 
Sunday  school,  and  the  trained  rural  minister.  It  is 
safe  to  say  because  of  the  splendid  work  done  by  these 


172  HANDBOOK  FOR  WORKERS 

leaders  that  a  new  day  is  beginning  to  dawn  for  child- 
hood, youth,  and  age  in  the  villages  and  countrysides 
of  America. 

Educational. — ^The  little  red  schoolhouse,  so  prolific 
of  information  and  enthusiasm  for  writers  and  poets, 
is  fast  becoming  an  antique  in  rural  life.  The  schools 
operating  for  less  than  six  months  are  rapidly  decreas- 
ing in  number,  so  that  the  children  in  rural  sections 
are  being  given  an  increasingly  larger  opportunity  for 
school  attendance.  The  training  of  the  average  rural 
teacher,  while  very  much  in  advance  of  what  it  was 
some  years  ago,  is  still  pitifully  inadequate.  Compara- 
tively few  have  had  any  sort  of  special  training  for  rural 
teaching.  Older  boys  and  girls  are  still  being  kept  out 
of  school  to  help  take  care  of  the  younger  children  or  to 
assist  in  the  early  spring  and  late  fall  work.  The  lesson 
materials  in  use  in  the  rural  school  have  not  yet  been 
adjusted  in  many  instances  to  the  particular  needs  and 
conditions  of  the  rural  field.  Sunday-school  lessons  and 
lesson  treatments  are  still  the  same  for  city  and  rural 
community  alike.  Even  the  treatment  of  the  "Graded 
Lessons"  has  not  yet  been  adjusted  on  the  basis  of  the 
social  relations  of  the  pupils  who  use  them.  However, 
the  movement  for  consolidated  schools,  for  county  and 
township  high  schools,  and  for  standardizing  the  quali- 
fications for  teachers  is  making  rapid  headway  so  that 
the  necessity  of  sending  young  people  away  from  home 
to  secure  their  secondary  school  education  is  fast  dis- 
appearing. 

Homes. — Home  life  in  village  and  open  country  is 
generally  much  more  closely  centered  and  well  developed 
than  in  the  larger  industrial  and  commercial  centers. 
The  apartment  house  and  delicatessen  evils  have  not 
yet  reached  these  sections.     And  yet  very  many  rural 


WITH  YOUNG  PEOPLE  173 

houses  are  "woman  killers."  The  factors  of  sanitation 
and  convenience  of  the  dwelling  house  have  not  had  as 
much  consideration  in  many  instances  as  the  con- 
venience and  equipment  of  the  barns  and  dairies.  Sani- 
tary laws  and  regulations,  however,  are  cleansing  many 
streams  and  are  changing  many  of  our  homes  and  bring- 
ing relief  to  many  an  overburdened  wife  and  daughter. 
The  aesthetic  elements  too  in  many  of  our  smaller  com- 
munities are  beginning  to  find  a  place  in  the  thinking 
of  the  people.  The  movement  for  better  homes,  beauti- 
ful streets,  clean  villages,  well-kept  cemeteries  and 
lawns,  with  its  emphasis  upon  the  use  of  whitewash  and 
paint,  is  transforming  many  a  rural  landscape.  This 
beautifying  of  the  physical  environment  is  having  no- 
ticeable effect  upon  the  social  customs  of  the  people. 

Economic,  industrial,  and  political. — The  economic, 
industrial,  and  political  conditions  are  probably  the 
strongest  influences  in  holding  young  people  to  farm 
and  village  life  or  driving  them  to  the  city.  These 
interests  of  agricultural  and  village  communities  have 
been  regarded  more  or  less  as  pawns  by  big  business 
and  poHticians,  with  the  result  in  some  sections  that 
young  men  and  women  with  initiative  will  not  endure 
the  conditions.  Farmers'  alliances,  cooperative  asso- 
ciations, political  forums,  and  the  like  have  come  to  the 
rescue  of  this  situation,  and  increasingly  the  small 
industries  and  village  cooperative  associations  are  de- 
veloping a  worthy  spirit  of  independence  and  self- 
sufficiency,  with  the  result  that  young  men  and  young 
women  of  capacity  and  training  are  finding  therein  a 
challenge  to  their  best  capacities. 

THE   CHURCH 

In  its  earlier  history  the  church  was  the  center  and 


174  HANDBOOK  FOR  WORKERS 

the  dominant  influence  in  social,  political,  and  economic 
life  in  countryside  and  village.  Largely  through  its  in- 
fluence and  assistance  specialized  agencies  in  these  lines 
have  been  developed.  Sometimes  the  church  has  failed 
to  grow  with  the  expanding  life  and  interests  of  the 
community.  The  result  is  that  it  is  left  pretty  largely 
alone,  and  sometimes  vacant.  Many  communities  have 
more  churches  than  can  be  supported  adequately. 

In  his  book.  The  Church  Cooperating  with  the  Com- 
munity, Dr.  Vogt  says  the  most  important  visible  task 
of  the  rural  church  of  to-day  is  to  ^^spiritualize  farm 
practice. ^^  It  has  been  the  disposition  of  some  min- 
isters to  consider  a  rural  appointment  as  a  training 
ground  and  a  rural  church  as  a  stepping-stone  to  some 
larger  field  of  activity.  Happily,  this  is  being  entirely 
changed,  and  most  of  our  theological  schools  and  col- 
leges have  had  or  are  introducing  specialized  courses  of 
training  for  rural  ministers  and  rural  workers.  Men 
and  women  are  finding  opportunities  for  the  largest 
possible  investment  of  their  talents  in  the  field  of  rural 
church  life.  Architecture,  programs,  materials,  and 
methods  are  rapidly  readjusting  to  the  New  Day,  with 
the  result  that  the  church  seems  about  to  enter  again 
into  its  ancient,  honored,  and  proper  place  at  the  center 
of  life. 

Transportation. — The  oxcart  and  sled  have  gone; 
even  the  horse  is  fast  disappearing  as  a  means  of  trans- 
portation from  the  roadways  of  the  land.  Instead  of 
these  are  to  be  found  steam  and  electric  railways,  splen- 
did roads,  pleasure  and  passenger  autos,  and  huge  trucks. 
The  country  thus  goes  to  the  city.  The  city  thus  comes 
to  the  country.  There  are  still,  however,  vast  reaches  of 
territory  where  these  conditions  do  not  obtain.  Main 
Street  in  many  a  small  town  and  village  is  anything  but 


WITH  YOUNG  PEOPLE  175 

smooth.  Numerous  merchants  are  barely  able  to  afford 
the  rapid  transit  facilities  of  a  truck.  There  is  still  need 
for  promoting  good  roads. 

The  new  day  in  rural  work. — ^When  the  history 
of  the  last  decade  of  the  nineteenth  and  the  early  dec- 
ades of  the  twentieth  centuries  are  written  the  names 
of  several  men  and  women  ought  to  find  place  in  its 
records.  These  are  they  who  have  re- turned  our  atten- 
tion to  the  rural  fields  white  already  to  the  harvest. 
They  have  stimulated  church  and  home  alike  into  re- 
newed vigor  and  new  activity. 

The  church  as  a  center. — Good  roads  mean  possible 
church  and  Sunday-school  attendance  and  reachable 
markets.  Poor  roads  preclude  them.  Abundant  crops, 
prolific  flocks  and  herds,  good  fruit,  pure-bred  stock — 
these  and  many  other  factors  mean  financial  prosperity. 
Good  schools  well  equipped  and  well  manned  mean  in- 
creased intelligence.  Enthusiastic,  well- trained,  attrac- 
tive personalities  in  the  pulpit  mean  full  pews  and  large 
Sunday  schools.  Wholesome  recreational  and  social  fa- 
cihties  under  proper  supervision  mean  contentment, 
joyfulness,  and  enriched  social  life. 

The  New  Church  in  the  New  Day,  conscious  of  these 
things,  has  taken  upon  itself  the  task  of  securing  them 
for  the  community  of  which  it  is  rapidly  becoming  again 
the  center  of  thought  and  life.  The  New  Church  in  the 
New  Day  with  its  social  gospel  message  is  transforming 
the  spiritual,  economic,  political,  and  recreational  life 
of  countryside  and  village,  thus  making  life  more  whole- 
some and  attractive.  Again,  the  church  is  taking  its 
rightful  place  in  making  life  richer,  sweeter,  cleaner, 
more  attractive  and  wholesome,  and  so  more  full  of  the 
vitally  spiritual  factors  which  our  whole  faith  supplies. 

Agricultural  colleges  have  sprung  up  all  over  the  land. 


176  HANDBOOK  FOR  WORKERS 

Special  departments  of  rural  life  have  been  estabKshed 
in  many  colleges  and  universities.  The  theological  school 
without  a  carefully  arranged  program  preparing  its  stu- 
dents for  lifework  in  the  rural  fields  is  an  exception. 
The  government  itself  has  its  organized  agencies  for 
promoting  the  interests  in  counties  and  districts.  The 
field  of  rural  life  service  has  become  as  clearly  defined, 
and  its  specialists  as  thoroughly  trained  and  equipped 
as  in  any  other  field  of  life  investment.  The  man  who 
can  make  two  stalks  of  corn  grow  where  one  formerly 
grew,  who  can  apply  the  needed  remedy  when  insects, 
blight,  diseases,  or  other  destroying  agencies  appear, 
and  actually  becomes  the  center  of  wholesome  recrea- 
tional and  social  activities  for  childhood  and  young  peo- 
ple, has  become  a  standard  factor  in  open  country  life. 
The  man  with  social  vision,  with  a  program  of  com- 
munity cooperation  and  mutual  helpfulness,  has  ap- 
peared in  our  villages  and  small  towns.  The  result  has 
been  that  everywhere  there  are  the  beginnings  of  im- 
proved farming,  improved  business,  improved  village 
government,  better  churches,  better  roads,  better  edu- 
cation, more  frequent  mail  deliveries,  and  increase  in 
books,  magazines,  Chautauquas,  institutes,  and  the  like, 
and  a  general  toning  up  of  the  whole  moral  and  spiritual 
life  of  the  community. 

In  very  many  instances  the  man  who  has  this  m- 
formation  and  this  capacity  is  the  trained  minister  ap- 
pointed to  the  local  church.  The  conditions  that  he 
has  found  upon  arriving  have  sometimes  been  most  de- 
plorable and  unattractive.  The  "stand-pat"  attitude  of 
some  of  his  people,  and  the  indifferent,  if  not  openly 
hostile,  position  he  has  sometimes  found  has  been  almost 
heartbreaking.  He  has  worked  with  his  hands  at  all 
tasks  of  farm  and  field.    He  has  himself  actively  par- 


WITH  YOUNG  PEOPLE  177 

ticipated  in  the  building  or  remodeling  of  churches,  in 
the  painting  and  glazing,  janitor  and  plumbing  service 
— counting  all  of  these  things  as  a  part  of  his  ministry. 
Increasingly  he  has  found  his  way  into  the  hearts  and 
confidence  of  a  section  of  people  who  had  come  to  look 
upon  the  minister  as  not  always  a  serviceable  element 
in  the  community  Hfe,  but,  rather,  some  one  that  must 
be  endured.  The  New  Day  of  the  new  rural  minister 
with  his  new  program,  his  new  outlook  upon  hfe,  has 
brought  with  it  hope  and  vigor  and  largeness  of  vision 
to  all  who  live  in  countryside  and  village. 

Village  pride. — Again,  and  on  a  much  more  desir- 
able basis,  community  consciousness  and  village  pride 
are  being  established.  In  the  earlier  days  this  was  based 
somewhat  upon  the  fighting  capacities  of  chosen  repre- 
sentatives. To-day  community  pride  centers  about  the 
beauty  and  attractiveness  of  well-kept  lawns,  of  clean 
thoroughfares,  modern  school  buildings,  honest  poHtical 
leaders,  well-equipped  churches,  successful  athletics,  de- 
bating teams,  and  the  like. 

In  it  all  and  through  it  all  the  New  Day  has  begun  to 
dawn  because  somehow  the  gospel  of  Jesus  Christ  is 
being  interpreted  by  men  and  women  with  vision  in 
terms  of  everyday  life  and  conduct.  It  is  becoming  in- 
creasingly apparent  that  all  those  agencies  which  make 
for  a  better  and  more  attractive  Hfe,  for  hope  and  con- 
fidence and  sweetness,  are  the  tangible  expression  of  the 
power  of  Him  who  said:  "I  am  come  that  ye  might  have 
life,  and  have  it  more  abundantly." 

MODIFICATIONS 

In  the  preceding  chapters  (VI  and  VII)  suggestions 
were  offered  relative  to  the  organization  of  department 
and  class  in  the  larger  schools  in  more  populous  centers. 


178  HANDBOOK  FOR  WORKERS 

Certain  modifications  in  detail  are  necessary  in  dealing 
with  schools  smaller  in  enrollment  and  in  more  scat- 
tered communities.  The  purpose,  principles,  aims,  and 
tests  of  organization  are  the  same  in  small  schools  as  in 
large  (Chaps.  V  and  VII).  Size  and  location  do  not 
affect  fundamental  principles.  It  is  needs  more  than 
numbers  which  determine  programs. 

The  application  of  principles  to  local  situations  al- 
ways depends  upon  circumstances.  Thus  the  nature  of 
the  modifications  and  adjustments  of  materials  and 
methods  to  each  particular  condition  will  be  determined 
by  the  conditions  themselves  and  by  the  necessities  of 
the  case.  It  is  the  common  factors  found  in  practically 
all  of  our  churches,  large  or  small,  that  make  printed 
suggestions  possible.  Such  common  factors  as  the  pur- 
pose and  goal  of  all  religious  education,  the  laws  of 
growing  life,  the  mental  processes,  individual  character- 
istics, the  assembled  experiences  of  the  race  as  expressed 
in  Bible  history,  biography,  and  the  like,  the  common 
need  for  social  and  recreational  life,  the  common  hopes 
and  aspirations  of  mankind,  the  common  needs  and 
common  purposes — these  are  but  a  few  of  the  elements 
common  to  all  places  and  all  people. 

Wherever  children  are  found,  wherever  men  love  and 
hate,  have  faith  and  strife,  work  and  play,  rise  and  fall, 
live  and  die,  there  will  be  found  the  whole  range  of 
human  experiences,  the  common  possession  of  the  race. 
These  experiences  are  educational  factors  in  all  times 
and  in  all  places.  The  difference  lies  in  the  means  of 
expression  used  by  different  individuals  and  groups  and 
in  the  methods  by  which  these  various  common  factors 
are  applied  to  growing,  changing  lives.  Expression  will 
range  from  the  crude  and  elemental  activities  of  the 
most  untutored  savage  to  the  skill  and  finesse  of  the 


WITH  YOUNG  PEOPLE  179 

most  cultured.  Somewhere  within  that  range  each  one  is 
found,  and  each  group  has  its  place.  Our  task  as  reli- 
gious educators  is  to  see  that  the  experiences  brought 
to  anyone  or  to  his  group  are  such  as  will  lift  him  as 
far  toward  the  highest  as  it  is  possible.  Thus  there 
must  always  be  adaptation  and  modification  of  mate- 
rials and  methods  to  the  conditions  at  hand. 

The  chief  modifications  necessary  for  small  schools 
are  found  in  class  organization  and  program;  and  in 
the  character  of  the  social  and  recreational  features. 

Organization. — The  architecture  of  many  of  our 
smaller  churches  is  not  well  adapted  to  educational 
purposes,  and  they  show  few  provisions  for  social  and 
recreational  life.  There  are  church  architects  now  who 
are  specializing  upon  the  particular  needs  of  large  and 
small  churches.  Many  denominations  now  maintain  de- 
partments of  architecture  whose  advice,  guidance,  and 
plans  are  available  for  any  society  wishing  to  construct 
a  church  building.  Men  are  coming  to  see  that  the 
same  amount  of  money  spent  under  the  guidance  of  a 
trained  church  architect  wiU  secure  the  desired  depart- 
mental rooms  and  recreational  opportunities  as  well  as 
provide  beautifully  and  adequately  for  the  other  means 
of  grace.  Through  careful  study  by  these  men  the 
very  smallest  churches  are  now  being  more  happily  ad- 
justed to  the  religious  educational  needs  as  well  as  pro- 
viding for  the  necessary  places  of  assembly  for  worship. 
The  church  building  in  countryside  and  village  in  most 
instances,  however,  will  be  limited  to  but  a  few  rooms. 
The  organization,  therefore,  of  Young  People's  Depart- 
ments must  be  adjusted  in  accordance  with  the  physical 
conditions  of  the  local  church  and  to  the  enrollment  of 
the  department. 

Department. — Certain  provisions  have  been  found 


i8o  HANDBOOK  FOR  WORKERS 

acceptable  in  dealing  with  pupils  in  the  range  of  ado- 
lescent life  in  smaller  churches  both  in  town  and  open 
country.  Organization  is  essential  in  dealing  with 
young  life  because  it  provides  the  opportunity ^^for  self- 
expression  which  growing  life  demands  (Chap.  V). 
Where  the  groups  are  small  (less  than  two  classes)  in 
the  intermediate  (12-14  years)  or  the  senior  (15-17  years) 
departments,  these  two  may  be  grouped  together  in 
what  is  frequently  called  a  "Teen  Age  or  High  School 
Department."  The  Young  People's  (18-24  years)  De- 
partment sometimes  has  been  grouped  with  the  adults. 
The  latter  course  is  inadvisable  if  there  is  any  possible 
chance  of  separation.  Practically  never  should  these 
young  people  be  grouped  with  the  intermediates  and 
seniors.  They  have  more  in  common  with  the  adults. 
Yet  even  here  the  grouping  together  is  greatly  to  be 
regretted.  Young  people  grouped  with  adults  soon  lose 
interest  and  drop  out.  If  it  is  absolutely  necessary  to 
combine  them  with  some  group,  they  should  be  com- 
bined with  adults.  However,  in  practically  every 
school,  large  or  small,  some  provision  can  be  made  for 
separation  by  means  of  curtains  or  screens  where  no 
rooms  are  available. 

In  case  the  entire  school  meets  in  a  one-room  church 
it  will  be  necessary  to  have  some  sort  of  an  opening 
service  for  the  entire  assembly,  because  singing  with 
the  piano  or  organ  is  impossible  when  the  only  separa- 
tion is  by  means  of  curtains.  This  opening  session 
should  never  occupy  more  than  ten  minutes.  It  should 
be  under  the  leadership  of  the  general  superintendent, 
pastor,  or  some  other  adult  appointed  for  this  purpose. 
The  program  for  this  period  should  be  limited  to  one 
hymn,  selected  preferably  by  the  pupils  of  the  junior 
(9-1 1)  age,  and  from  the  church  hymnal;  one  prayer. 


WITH  YOUNG  PEOPLE  i8i 

brief,  simple,  worshipful,  intercessory;  and  any  neces- 
sary announcements.  Immediately  upon  the  close  of 
this  ten-minute  period  the  curtains  or  screens  should  be 
used  to  separate  the  departments  of  the  school.  In  a 
school  having  about  thirty  or  forty  present,  the  de- 
partmental groups  would  number  probably  four  or  five. 
For  the  adolescent  pupils,  this  would  mean  one  or  two 
groups.  If  one  group,  it  should  be  a  teen-age  depart- 
ment including  all  the  pupils  of  from  twelve  to  eighteen 
or  the  high  school  years;  the  young  people,  eighteen  to 
twenty-four,  perhaps  being  associated  with  the  adults. 

Where  there  are  two  departmental  divisions,  one  should 
be  the  teen-age  group  above  mentioned,  the  other  the 
Young  People's  Department,  eighteen  to  twenty-four. 
Once  the  curtains  or  screens  are  drawn  and  this  group 
separated  from  the  remainder  of  the  school,  the  pres- 
ident of  the  department  would  proceed  to  take  charge 
of  the  further  departmental  program.  This  might 
include  further  devotional  services,  such  as  prayer, 
Scripture  reading,  the  reading  of  a  hymn  (singing  is 
undesirable  because  of  the  disturbance  occasioned),  and 
a  special  feature  such  as  has  been  described  in  previous 
chapters. 

Under  no  circumstances  should  this  period  of  the  sep- 
arate departmental  opening  session  exceed  ten  minutes, 
or  fifteen  at  the  most.  Thirty-five  or  forty  minutes  of 
the  Sunday-school  hour,  whatever  the  situation,  should 
be  reserved  for  the  use  of  the  class  as  such.  Not  infre- 
quently the  general  dev6tional  service  for  the  entire 
school  will  be  accepted  as  the  devotional  service  in  the 
department,  and  the  entire  time  after  the  separation 
from  the  other  groups  of  the  school  will  be  given  to  the 
presentation  of  the  special  feature.  This  will  give  sufii- 
cient  time  to  do  a  more  pretentious  type  of  dramatiza- 


i82  HANDBOOK  FOR  WORKERS 

tion,  or  for  the  presentation  or  discussion  at  greater 
length  of  the  report  of  some  special  committee,  or  for 
vocational,  evangelistic,  or  other  special  materials  in 
which  the  group  are  particularly  interested. 

It  must  be  recalled  that  in  numerous  instances  this 
session  will  have  to  be  held  in  a  room  in  which  the  only 
articles  of  equipment  are  the  pews  occupied  by  the 
pupils  and  the  curtains  or  screens  which  separate  them 
jfrom  the  other  departments  of  the  school.  To  these 
may  be  added  pictures,  a  portable  blackboard,  lap- 
boards  for  convenience  in  note-taking,  a  folding  table 
which  may  be  stood  on  a  pew  or  in  the  aisle  at  the  end 
of  the  pews  for  the  use  of  the  presiding  officer  or  for 
the  exhibit  of  illustrative  materials.  Special  features 
will  have  to  be  adapted  to  the  available  space  in  the 
aisle  or  between  the  pews.  Some  most  effective  special 
features  have  been  put  on  in  this  very  limited  space. 
Where  all  the  pupils  of  the  Young  People's  Department 
are  found  in  one  class,  the  officers  of  the  class  and  the 
committees  of  the  class  become  the  officers  and  com- 
mittees of  the  department.  These  are  they  who  take 
charge  of  the  program  after  the  ten-minute  general 
opening  service  has  been  completed.  It  is  important 
that  a  special  feature,  business,  and  other  items  of 
interest  to  the  young  people's  group  shall  be  presented 
to  them  even  though  the  group  be  so  small  that  the 
class  and  department  are  one.  It  is  needs,  and  not 
numbers,  that  determine  this  program. 

The  class. — The  organization  of  the  class  in  the 
Young  People's  Department  is  not  affected  by  either  a 
shortened  hour  or  inferior  architecture.  Whether  the 
department  be  large  or  small,  the  same  principles  ob- 
tain. The  same  methods  of  grouping  should  prevail, 
with  the  exception  that  in  very  small  churches  the 


WITH  YOUNG  PEOPLE  183 

young  people's  group  will  probably  have  a  smaller 
number  of  classes,  and  each  of  these  will  itself  be  smaller. 
Very  frequently,  because  the  teaching  force  is  limited, 
it  will  be  necessary  for  one  teacher  to  offer  several 
courses,  so  that  in  a  year's  time  one  teacher  would 
teach  three,  perhaps  four,  different  three-months' 
courses.  This  is  a  heavy  load  for  the  teacher,  but  in 
some  cases  it  is  the  only  way  in  which  the  vital  inter- 
ests of  the  young  people  may  be  met.  Most  Sunday- 
school  teachers  are  in  the  work  not  because  of  its  ease, 
but  because  of  the  opportunity  it  affords  them  to  serve. 
Where  the  department  and  class  are  the  same — this  is 
to  say,  where  there  are  but  six  or  seven  young  people 
in  the  Sunday  school — it  is  better  to  have  them  as- 
sembled in  one  class,  which  should  be  organized  and 
registered  as  a  class  with  the  denominational  headquar- 
ters, there  being  then  no  occasion  for  registering  the 
department.  For  the  opening  session  they  would  be 
grouped  with  the  adults,  but  would  have  their  own  class. 

The  lesson  course.— The  lesson  course  used  by  the 
class  or  classes  in  the  Young  People's  Department  in 
countryside  and  village  is  used  in  exactly  the  same  way 
as  the  lesson  courses  used  in  any  school  anywhere. 
The  needs  of  the  class  or  the  department  govern  the 
courses  to  be  used.  There  is  no  other  safe  basis  for 
the  selection  of  lesson  material.  The  same  range  of 
courses  as  suggested  in  Chapter  VIII,  the  same  les- 
son materials,  may  properly  be  offered  to  these  young 
persons  for  their  choice. 

'Tew  things  do  more  to  prepare  the  way  for  the 
highest  religious  education  than  the  free  and  spon- 
taneous acquaintance  with  nature."^    The  young  man  or 

1  Tracy — Psychology  of  Adolescence,  1920,  p.  213.  The  Macmillan  Company, 
publishers. 


i84  HANDBOOK  FOR  WORKERS 

young  woman  of  countryside  and  village  has  unusual 
opportunity  to  make  this  acquaintance  at  first  hand. 
The  city  bred  get  it  intermittently  in  carefully  selected 
quantities.  The  city  group  has  the  better  system;  the 
rural  group  has  the  closer  contact.  Upon  this  acquaint- 
ance, therefore,  we  may  depend  when  thinking  of  any 
form  of  organization  or  lesson  material  for  young  peo- 
ple in  outlying  sections. 

One  of  the  greatest  needs  of  the  local  church  to-day 
is  for  trained  leaders.  The  reader  will  find  in  Chapter 
XII  a  fuller  discussion  of  this  matter.  It  is  sufficient 
to  suggest  here  that  in  the  Young  People's  Department 
of  the  small  church  some  provision  should  be  made  for 
courses  in  training  for  leadership.  Frequently  this  will 
mean  that  a  single  pupil  must  be  provided  for.  What- 
ever the  number,  if  the  local  church  is  in  earnest  about 
doing  in  an  adequate  way  the  work  for  which  it  exists,  no 
effort  will  be  spared  to  see  to  it  that  the  young  persons 
who  are  to  carry  the  burden  in  the  years  just  ahead 
shall  have  careful,  thorough,  and  as  complete  training 
as  the  capacities  of  the  local  church  make  possible. 

Records. — It  is  as  necessary  to  effective  workman- 
ship that  careful,  constant  records  should  be  made  of 
the  attendance,  program,  offerings,  and  activities  in  the 
Young  People's  Department  of  the  small  school  as  it  is 
in  the  largest  departments.  The  records  serve  as  a 
check,  as  a  source  of  information  for  pastor,  general 
superintendent,  directors  of  religious  education,  of  so- 
cial and  recreational  life,  and  departmental  leaders. 
They  also  serve  as  a  source  of  information  and  guidance 
for  newly  elected  officers  in  the  department  or  class.  In 
the  very  small  school,  as  in  the  largest,  it  is  nearly  al- 
ways possible  to  find  some  young  man  or  some  young 
woman  who  has  both  the  interest  and  knack  of  keeping 


WITH  YOUNG  PEOPLE  185 

attractive  as  well  as  accurate  records.  This  responsi- 
bility should  be  committed  to  such  a  person.  It  will  be 
found  also  that  the  card  system  of  records  is  in  the  end 
the  most  dependable,  the  least  annoying,  and  most  ad- 
justable method  of  keeping  the  records. 

SPECIAL  RURAL  FEATURES 

Because  young  people  in  rural  sections  are  more 
widely  separated  and  fewer  in  number,  provisions  made 
for  the  social,  recreational,  and  other  features  of  work 
with  them  have  certain  characteristics  of  their  own. 
Smaller  groups,  greater  distances,  fewer  common  inter- 
ests, smaller  organizations — all  of  these  are  inevitable. 

Social  and  recreational  life  being  at  once  the 
greatest  need  and  the  greatest  opportunity  of  Young 
People's  Departments,  very  careful  planning  and  con- 
sideration on  the  part  of  leaders  of  young  people  in 
village  and  countryside  is  necessary.  The  social  ca- 
pacities and  instincts  do  not  differ  from  those  of  young 
people  in  more  congested  centers.  The  increasing  num- 
ber of  automobiles,  road  improvement,  suburban  trolley 
systems,  and  increased  commuting  facilities  provided 
by  railroads  have  brought  the  city,  town,  and  country 
into  very  close  proximity  so  that  it  is  possible,  after  the 
day's  work  is  over,  for  young  people  to  get  into  the 
bright  lights  of  the  city  for  an  evening's  social  activity 
and  return  home  the  same  night. 

As  young  people  approach  maturity,  there  seems  to  be 
a  rapidly  increasing  tendency  to  spend  their  evenings  in 
social  activity.  This,  however,  is  not  a  new  charac- 
teristic of  youth  in  the  twentieth  century.  It  has  al- 
ways been  true,  and  doubtless  always  will  be  true,  as 
young  people  not  only  desire  and  need,  but  will  have  a 
large  amount  of  social  activity.    As  has  been  indicated 


i86  HANDBOOK  FOR  WORKERS 

before,  the  natural  instincts  along  social  and  recrea- 
tional lines  are  clean  and  wholesome,  until  these  desires 
have  been  misdirected,  perverted,  or  provided  with 
undesirable  recreational  activities.  Our  social  problems 
with  young  people  not  only  in  cities  but  in  rural  sec- 
tions are  largely  of  our  own  creation.  There  must  then 
be  exercised  patience,  consideration,  and  care  in  the 
recovery  of  the  ground  for  the  loss  of  which  the  church 
and  home  together  are  more  or  less  responsible. 

The  first  prerequisite  of  a  recreational  program  in  a 
small  church  is  the  provision  of  a  place  where  such  ac- 
tivities may  be  held,  either  within  the  church  building 
itself,  or  in  some  building  provided  definitely  by  the 
church,  or  on  a  neighboring  lot,  and  known  by  the 
young  people  and  the  community  to  be  so  provided. 
There  must  be  a  spirit  of  hearty  appreciation,  sym- 
pathy, and  understanding  on  the  part  of  adults.  Given 
these  factors,  the  counselor  of  the  Young  People's  De- 
partment with  the  aid  of  the  director  of  social  and 
recreational  life  of  the  local  church,  the  Sunday-school 
superintendent,  or  of  some  one  interested  in  this  phase 
of  young  people's  activities  will  work  out  with  the 
Social  Committee  of  the  department  or  class  a  program 
which  will  be  of  increasing  satisfaction  and  success  in 
dealing  with  these  young  folks. 

Consideration  must  be  had  for  the  fact  that  in  agri- 
cultural communities  there  are  certain  seasons  of  the 
year  when  the  entire  time  and  attention  of  young  people 
and  adults  are  given  to  the  planting,  cultivating,  or  har- 
vesting of  the  crops.  Nothing  should  be  offered  that 
interferes  with  this  matter  of  prime  importance.  There 
are  other  seasons  in  the  year  when  the  social  and  recrea- 
tional opportunity  ought  to  be  increased  very  greatly 
because  of  the  dearth  of  home  or  farm  duties.    In  any 


WITH  YOUNG  PEOPLE  187 

event  class  and  departmental  social  committees  should 
see  to  it  that  the  spirit  of  social  fellowship  enters  largely 
into  the  session  of  the  department  or  class  on  Sunday, 
and  that  the  preaching  services  are  invested  with  this 
spirit  through  the  activity  promoted  especially  by  this 
department.  A  Pastor's  Committee  proves  invaluable 
in  a  small  church.  In  this  way  no  week  during  the  year 
elapses  in  which  some  social  impact  is  not  made. 

Circuit  plans.— A  certain  large  circuit  has  arranged 
through  the  social  committees  of  each  of  its  Young 
People's  Departments  for  weekly  social  affairs.  These 
are  held  at  the  various  points  of  the  circuit  in  succes- 
sion, the  home  church  making  provision  for  the  refresh- 
ments, and  the  visiting  churches  in  turn  making 
provision  for  the  entertainment.  A  fine  spirit  of  whole- 
some fellowship,  good  comradeship,  and  circuit  unity 
has  developed  from  this  type  of  program. 

Another  circuit  has  formed  circuit  clubs  of  boys  and 
girls  under  the  supervision  of  the  leaders  of  these  young 
people's  groups,  which  groups  also  have  an  association 
of  their  own  called  the  Circuit  Teen-Age  Council,  Cir- 
cuit Young  People's  Council,  and  the  like.     Work  in 
teacher  training  is  organized  in  the  same  way.    At  least 
annually  the  schools  of  this  circuit  assemble  for  a  circuit 
training  school  at  which  leadership  training  activities 
for  boys  and  girls,  personal  workers,  officers,  and  teach- 
ers each  have  their  appropriate  courses.    In  addition  to 
these  courses  a  plan  of  recreational  and  social  activities 
demonstrates  how  individual  groups  in  the  individual 
churches  of  the  circuit  may  have  social  and  recreational 
activities   of   their   own.     There   are   circuit  baseball 
teams,   basketball   teams,   and   other  athletic  groups. 
There  is  practically  no  limit  to  the  range  of  activity 
that  may  thus  be  developed  when  a  circuit  once  gets 


i88  HANDBOOK  FOR  WORKERS 

under  way.  It  is  interesting  to  know  that  the  statement 
is  now  being  made  in  that  section  that  "S — ites  always 
come  back."  This  whole  program  developed  because 
one  man  got  a  vision  of  the  possibilities  of  the  circuit 
operating  as  a  unit. 

Winter  specials. — The  winter  months  in  village  and 
countryside  are  long  and  sometimes  socially  barren 
months.  Yet  there  is  probably  no  time  in  the  year 
when  so  much  opportunity  for  outdoor  activity  of  a 
healthful  and  invigorating  sort  is  to  be  found.  Skating, 
coasting,  sledding  parties,  and  many  other  similar  ac- 
tivities in  sections  where  snow  and  ice  are  to  be  found 
are  the  common  opportunity  of  the  young  people.  In 
warmer  cKmates  the  freedom  from  farm  and  household 
duties  makes  possible  hay-rides,  marshmallow  and 
wiener  roasts,  opossum  hunts,  and  other  similar  activi- 
ties. Long  lists  might  be  made  of  specific  activities  of 
this  sort.  It  is  sufficient  here  to  have  indicated  the 
general  direction. 

The  dominant  factor  of  the  summer  activities  is 
recreation.  An  additional  element  ought  to  be  con- 
sidered in  connection  with  the  winter  specials,  not  only 
in  rural  schools,  but  in  activities  with  the  young  people 
in  the  city  as  well.  No  occasion  ought  to  be  allowed  to 
pass  without  careful  provision  being  made  for  some 
desirable  item  of  educational  value.  The  character  of 
this  educational  note,  of  course,  will  be  determined  by 
the  needs  of  the  community  and  of  the  group.  Lecture 
courses,  dramatizations,  investigations,  debates,  open 
forums,  the  organization  of  a  literary  association,  intro- 
duction and  development  of  clubs  for  younger  boys  and 
girls,  current  events — such  means  as  these  afford  a 
channel  by  which  the  educational  element  may  be  in- 
troduced into  the  winter  activities  of  young  people. 


WITH  YOUNG  PEOPLE  189 

The  games  provided  for  social  events  may  themselves 
contain  values  in  this  line.^ 

Combination  services. — Frequently  the  Young  Peo- 
ple's Department  of  one  small  or  rural  school  may  visit 
another  in  a  body,  the  visiting  body  presenting  the 
opening  session  program  in  the  combined  group.  Some- 
times it  is  the  young  people's  society  through  which  the 
visitation  operates.  Occasionally  the  combination  is 
solely  for  the  purpose  of  developing  the  devotional  and 
spiritual  life  through  evangelistic  services.  Circuits  may 
thus  be  combined.  The  leaders  of  one  circuit  may  be  of 
assistance  to  another.  The  weaker  church  may  be 
helped  by  the  stronger  on  the  same  circuit.  It  must 
be  remembered  that  any  planning  for  the  special  rural 
features,  whether  they  be  circuit,  winter  specials,  or 
combination  services,  ought  to  be  made  in  consultation 
with  the  pastor,  the  superintendent,  and  other  leaders 
of  the  work  in  local  church  and  circuit.  No  young 
people's  group  ought  to  feel  free  to  go  ahead  without 
the  approval  of  their  plans  in  detail  by  these  persons  in 
whose  keeping  are  the  larger  interests  of  the  church. 

Recreational  leadership. — ^There  is  perhaps  no  field 
of  our  rural  religious  educational  work  where  the  dearth 
of  leaders  is  so  great,  nor  where  their  absence  is  so  keenly 
felt.  In  very  many  of  our  smaller  sections  the  mark  of  a 
real  man  is  that  he  has  gone  or  is  going  to  a  larger  place. 
Leadership  is  thus  constantly  removed  and  the  respon- 
sibility rests  down  upon  shoulders  with  little  or  no 
training  for  the  tasks.  And  yet  there  is  nearly  always 
some  one  whose  capacities  and  instincts,  though  undis- 

'  See  Powell — Principles  of  Recreational  Leadership. 
Ebright — Recreation  for  Young  and  Old. 

Bancroft — Games  for  Playground,  Home,  School,  and  Gymnasium. 
Y.  W.  C.  A. — Manual  for  Leaders  Girls'  Reserve. 
Manual  of  Camp  Fire  Girls. 
Geister — Ice  Breakers. 
Stern — Neighborhood  Entertainments. 


I90  HANDBOOK  FOR  WORKERS 

covered  and  untrained,  make  him  capable  of  real  leader- 
ship. Sometimes  it  is  the  need  of  vision,  sometimes  of 
training,  sometimes  of  freedom  to  act. 

Experience  indicates  that  leadership,  conscious  or  un- 
conscious, is  most  free  to  express  itself  during  social  or 
recreational  occasions.  The  small  church,  therefore, 
searching  for  leadership  among  its  young  people,  may 
discover  this  by  carefully  watching  those  persons  who 
assume  and  succeed  in  maintaining  leadership  among 
their  own  or  younger-aged  groups  on  such  occasions. 

Having  discovered  this  capacity,  it  is  necessary  to 
analyze  it  for  the  purpose  of  finding  out  whether  this 
leadership  is  based  on  a  dominant  personality  or  on 
some  less  desirable  factor.  Something  of  the  motive 
involved  must  be  discerned.  If  this  motive  is  one  of 
desire  to  help,  such  a  person  may  be  seized  upon  and 
placed  by  the  pastor,  superintendent,  or  director  in  a 
position  of  leadership.  Careful  direction  therein  and 
the  provision  of  either  correspondence  courses  or,  if 
possible,  a  class  in  training  for  leadership,  will  tend  to 
provide  for  the  local  church  the  necessary  personnel  for 
the  work  to  be  done. 

It  is  a  further  and  very  welcome  evidence  of  the 
New  Day  in  religious  education  that  our  colleges  and 
universities  are  rapidly  making  provision  for  courses 
which  will  send  the  young  men  and  the  young  women 
who  have  come  from  these  smaller  communities  back 
to  them  with  a  vision  and  with  training  that  will  help 
in  the  remaking  of  rural  communities.  The  new  min- 
istry, comprising  splendid  men,  the  whole  of  whose 
powers  and  equipment  are  dedicated  to  this  field,  are 
providing  leadership  which  shall  direct  these  college 
graduates  and  others  in  the  operation  of  the  new 
program. 


WITH  YOUNG  PEOPLE  191 

SUMMARY 

No  one  can  look  with  discernment  upon  the  spirit  of 
the  times  without  seeing  that  the  conditions  of  other 
days  in  village  and  countryside  are  rapidly  changing. 
The  educational  handicaps,  the  economic  differences, 
the  pitifully  meager  social  and  recreational  opportuni- 
ties, the  industrial  and  political  serfdom,  the  halting 
and  half-divided  church,  the  more  or  less  impassable 
roads  are  fast  becoming  items  of  an  unattractive  his- 
tory. The  New  Day  is  dawning.  With  the  church  at 
the  center,  with  specialists  trained  for  their  task,  with 
improvements  in  farm  and  fireside,  with  a  rapidly  de- 
veloping community  consciousness,  the  program  .of  the 
kingdom  of  God  in  the  field  of  rural  life  is  finding  its 
new  emphasis  in  this  New  Day.  Church  architecture, 
the  organization  and  administration  of  educational  ac- 
tivities, the  appreciation  of  the  necessity  for  special 
types  of  recreation,  of  making  church,  home,  and  com- 
munity attractive,  not  only  socially,  but  economically 
as  well — these  and  the  continual  discovery  of  vital 
leadership  within  their  own  field  are  the  stepping- 
stones  by  which  the  rural  church  and  community  are 
coming  into  their  own,  not  simply  as  patterns  after 
churches  in  larger  communities,  but  with  a  distinct  and 
a  dignified  and  a  satisfying  life  of  their  own.  To  these 
ends  many  minds,  many  dollars,  and  much  consecra- 
tion are  being  devoted,  so  that  the  field  of  rural  life 
work  contains  one  of  the  great  challenges  of  our  day. 

Topics  for  discussion: 

1.  Making  Rural  Life  Attractive  and  Wholesome. 

2.  The  Consolidated  School. 

3.  Overlapping  Church  Parishes. 


192  HANDBOOK  FOR  WORKERS 

4.  Building  a  Recreational  Program. 

5.  Training  Rural  Leaders. 

Books  for  further  study: 

Vogt — The  Church  Cooperating  with  the  Community. 

Wilson — The  Church  of  the  Open  Country. 

Fiske — The  Challenge  of  the  Country. 

Felton — The  Rural  Church  Serving  the  Community. 

L.  H.  Bailey— r^e  Holy  Earth. 

Feeman — The  Kingdom  and  the  Farm. 


WITH  YOUNG  PEOPLE  193 

CHAPTER  X 
EVANGELISM  AND  LIFE  SERVICE 

A  PROMINENT  Methodist  minister  recently  spent  some 
days  in  camp  with  a  group  of  young  fellows  selected 
because  of  their  unusual  capacities  and  because  they 
had  not  yet  decided  upon  what  they  would  do  with 
their  lives.  Among  other  observations  made  by  the 
adults  in  the  group  was  the  astounding  discovery  that 
these  young  men  did  "not  want  to  be  thought  of  as 
being  simple  and  good."  The  present  wave  of  extremes 
in  colors,  dress,  actions,  and  social  relations  is,  of  course, 
a  passing  phase  of  postwar  reaction;  but  underneath 
it  lies  a  fundamental  thing  which  makes  this  reaction 
possible.  There  is  lack  of  faith  in  the  standards  which 
have  guided  the  parents  of  our  day.  "After  all  they 
were  just  a  bit  puritanical.  We  of  the  New  Day  have 
greater  freedom  because  we  see  how  foolish  many  of 
their  customs  and  cautions  were.  And  then,  every- 
thing is  different  now."  Thus  have  spoken  many  young 
folks  of  the  New  Day.  An  after- war  reaction  was  to  be 
expected.  But  for  America  the  swing  of  the  pendulum 
has  been  pushed  too  fast  and  too  far  by  some  who  would 
profit  commercially  thereby.  One  of  our  immediate 
tasks  is  to  hasten    the  return  to  normal  conditions. 

Youth  is  the  flood  tide  of  spiritual  sensitiveness.  A 
young  person  without  some  thought  of  God  is  a  mon- 
strosity. His  desire  to  talk  of  the  deeper  things  of  the 
Spirit  may  be  hidden  beneath  the  skillful  camouflage  of 
young  life,  but  it  is  there.  The  reader  is  referred  to  a 
previous  discussion  of  this  matter  in  Chapter  III  for 


194  HANDBOOK  FOR  WORKERS 

some  other  aspects  of  this  subject.  Here  we  have  to 
study  the  distinction  between  evangehsm  and  life 
service. 

In  the  former  we  must  recognize  (i)  what  evangel- 
ism means  as  related  to  young  people,  (2)  what  are  the 
desirable  religious  responses,  (3)  how  these  responses 
may  be  secured. 

Life  service  has  come  to  have  some  new  and  distinct 
meaning  in  these  days.  The  stewardship  of  life  as  well 
as  of  possessions  is  finding  a  real  place  in  the  thought 
and  utterances  of  our  church.  Perhaps  this  is  due  some- 
what to  the  startling  dearth  of  available  ministers,  some 
communions  reporting  as  high  as  forty  per  cent  short- 
age. This  is  not  an  unmitigated  evil.  It  may  result  in 
the  elimination  of  one  or  more  churches  in  overchurched 
communities.  On  the  other  hand,  this  significant  fact 
shows  a  decline  in  the  response  to  the  challenge  of  the 
pastorate.  Young  people  are  in  the  volunteering  age. 
Somehow  for  these  years  we  must  (i)  present  a  clear 
conception  of  Christian  stewardship  of  life,  (2)  provide 
vocational  information  and  guidance,  (3)  develop  right 
methods  of  presenting  the  great  fields  of  life  service  as 
challenges  to  young  people,  (4)  provide  adequate  train- 
ing for  life  work. 

EVANGELISM 

Evangelism  and  young  people. — ^The  message  of 
the  Gospel  of  Christ  is  as  diverse  as  the  needs  of  human- 
kind. The  evangelistic  task  confronting  any  teacher  or 
worker  with  young  people,  therefore,  becomes  first  of 
all  a  discovery  of  the  needs  of  the  persons  with  whom 
he  is  dealing,  and,  in  the  second  place,  the  bringing  to 
bear  upon  these  needs  of  the  great  fundamentals  of 
Christian  experience  and  of  Christian  doctrine  which 


WITH  YOUNG  PEOPLE  195 

will  satisfy  these  needs  to  the  uttermost.  Careful  stu- 
dents of  human  life  have  discovered  the  fact  that  there 
are  tides  of  the  spirit  in  the  relationship  of  God  to  the 
individual  and  to  the  race.  These  tides  are  evident 
both  when  one  considers  great  and  sweeping  periods  of 
revival  and  when  one  considers  periods  of  unusual  sen- 
sitiveness in  the  individual  human  life.  As  to  why 
there  should  be  this  ebb  and  flow  in  God's  dealing  with 
human  kind  we  cannot  answer.  Study  and  observation 
show  that  there  is  a  certain  recognized  parallelism  be- 
tween the  ebb  and  flow  of  physical  and  mental  develop- 
ment, of  social  and  recreational  instinct,  and  the  tides 
of  the  Spirit  of  God.  These  are  not  in  the  nature  of 
causes,  but  are,  rather,  to  be  viewed  as  humanly  recog- 
nizable expressions  of  some  great  inner  and  mysterious 
cause — God  in  life. 

Age  of  power. — As  indicated  in  an  earlier  chapter, 
the  years  with  which  we  are  dealing  are  characterized 
by  a  flood  tide  of  physical,  intellectual,  social,  and 
spiritual  power.  These  powers  are  both  expressional 
and  thoughtful.  The  tendency  of  young  people  to 
think  out  things  for  themselves,  to  refuse  to  accept  a 
statement  or  principle  just  because  previous  genera- 
tions have  accepted  it — these  and  many  other  factors 
tend  to  determine  the  nature  of  the  presentation  of 
religion  and  the  character  of  the  religious  activities  to 
be  used  by  workers  with  young  people.  The  intensely 
personal  relationship  which  young  people  have  to  all 
phases  of  life  gives  us  a  hint  as  to  the  nature  of  the  reli- 
gious factors  that  will  be  found  serviceable  in  dealing 
with  them.  The  faith  of  the  fathers  carries  with  it 
certain  implications,  but  only  such  portions  of  it  as  the 
individual  himself  may  be  able  to  apply  to  the  condi- 
tions in  which  he  finds  himself  will  be  accepted  by  him. 


196  HANDBOOK  FOR  WORKERS 

This  has  been  called  "doubt"  by  some.  It  is  really  the 
attempt  of  the  young  person  to  find  a  place  to  stand. 
He  must  have  a  philosophy  of  life  that  will  hold  him 
steady  in  the  economic  and  social  struggle.  If  he  is 
intellectually  honest,  he  will  accept  only  what  he  has 
found  worthy. 

Dealing  with  doubt. — How  should  the  so-called 
doubts  of  young  people  be  dealt  with?  First,  by  ex- 
pecting them.  They  are  natural  and  normal  for  the 
developing  mind.  They  should  be  recognized  as  an 
evidence  of  progress  toward  a  Christian  character. 
Second,  by  a  sympathetic  and  wholesome  attempt  to 
accept  these  questionings  at  their  face  value,  and  mak- 
ing a  definite  and  earnest  attempt  to  answer  the  ques- 
tions. Third,  by  recognizing  that  the  questions  of  later 
adolescents  are  not  an  evidence  of  mental  or  moral 
depravity,  but  indicate  that  the  soul  is  feeling  out  after 
the  fundamental  truths  of  the  universe  and  dependable 
relationships  with  God  and  fellow  man.  Information, 
sympathy,  guidance,  steadiness — these  are  essential. 

A  young  man  came  to  his  teacher  one  day  after  hours 

and  said,  "Mr. ,  I  am  an  atheist."     To  his  utter 

amazement  the  reply  came,  "Well,  sir,  I  am  glad  you 
have  thought  far  enough  to  believe  something.  You  are 
beginning  to  arrive."  After  a  few  minutes  of  quiet 
conversation,  the  presentation  of  a  few  simple  ideas 
that  his  immature  mind  had  not  yet  considered,  the 
young  man  turned  about  and  said,  "I  never  dreamed  it 
was  all  so  simple  and  natural.  Of  course  I  believe  in 
God  now." 

Faith  is  not  a  commodity  that  can  be  tied,  sealed, 
and  deposited  in  storage.  It  is  a  constantly  developing 
actuality,  dependent  for  life  upon  the  utter  freedom  of 
its  possessor.    The  will  to  believe  is  essential  to  faith. 


WITH  YOUNG  PEOPLE  197 

Personality,  once  self-realized,  is  never  lost.  The 
fact  of  personality  makes  the  knowledge  of  good  and 
evil  inevitable.  Each  person  must,  therefore,  make  his 
own  choices.  Refusal  to  choose  is  in  itself  a  choice.  We 
have  many  times  attempted  to  inhibit  the  individual's 
use  of  his  own  will.  In  past  years  we  spoke  of  "break- 
ing" or  "subduing"  our  wills. 

"Our  wills  are  ours,  we  know  not  how; 
Our  wills  are  ours,  to  make  them  thine." 

The  problem  of  adult  relationship  to  this  self-determin- 
ing will  of  later  adolescence  is  not  to  thwart  but  to  guide, 
not  to  inhibit  but  to  aid.  Professor  Durant  Drake  has 
truly  said,  "Only  the  trained  will  can  be  depended  upon 
to  keep  true."  John  Stuart  Mill  defines  character  as 
"a  perfectly  fashioned  will."  The  worker  with  young 
people  finds  his  greatest  opportunity  in  fashioning  this 
will,  and  helping  the  young  man  or  young  woman  to 
understand  that  free  will  is  not  license.  The  high- 
spirited  horse  works  better  under  sympathetic  control. 

Into  all  this  must  be  brought  the  pupil's  will  to  ac- 
cept the  experiences  of  others  as  a  start.  Training  this 
will  to  believe  is  evangelism.  In  this  evangelism  there 
must  be  a  wholesome  and  thoughtful  individual  interpre- 
tation of  all  the  great  fundamentals  of  the  Christian 
faith,  so  that  the  way  may  be  clear. 

Companions. — It  is  apparent,  of  course,  that  very 
great  weight  is  given  by  most  young  people  to  the 
judgment  and  attitudes  of  their  social  group.  Few  of 
them  are  willing  to  openly  defy  the  expressed  or  implied 
conviction  of  their  fellows.  This  accounts  for  many 
lapses,  and  at  the  same  time  for  many  evidences  of 
strength,  and  adds  increased  emphasis  to  the  necessity 


1 98  HANDBOOK  FOR  WORKERS 

of  providing  desirable  individual  and  group  association. 
In  this  age  group  the  head  and  the  heart  are  working 
in  very  much  closer  harmony  than  in  any  preceding 
period  of  life.  It  is  quite  possible  through  overstimula- 
tion of  one  or  the  other  to  secure  certain  evangelistic 
results.  In  many  instances,  however,  such  results  are 
not  abiding.  Insistence,  harassing,  group  action,  stam- 
peding have  no  place  in  evangelism  for  young  people. 

Previous  training. — It  is  necessary  that  we  should 
distinguish  also  between  those  persons  who  come  into 
this  age  of  development  through  years  of  careful  home 
training  and  desirable  church  relationships  and  those 
whose  home,  school,  and  church  conditions  have  not 
been  conducive  to  the  development  of  the  highest 
spiritual  ideals.  For  some  young  people,  therefore, 
"evangelism  consists  in  the  discovering  of  their  existing 
relation  to  Jesus  Christ,  the  becoming  conscious  of  it, 
and  the  voluntary  acceptance  of  it  in  a  manner  fitting 
to  their  age;  for  others  it  consists  in  securing  a  recog- 
nition and  the  declaration  of  their  attitude  to  the 
Saviour;  for  others,  alas!  evangelism  must  recover  and 
recreate  a  relation  lost  and  destroyed.  In  some  cases 
evangelism  is  equivalent  to  consecration  and  avowal; 
in  others,  equivalent  to  rescue;  but  in  all  cases  it  is 
necessary.  The  relation  to  Jesus  Christ,  the  Saviour,  is 
the  vital  thing.  There  is  no  other  name  because  there 
is  no  other  person  for  child,  young  person,  or  adult. "^ 

The  teacher,  the  pastor,  or  the  friend  next  to  the 
parent  becomes  the  human  hand  at  the  crossroads. 
Happy  the  adult  whose  heart  is  in  such  tune  with  his 
Master's  that  he  can  sense  the  flood  tide  of  the  Spirit 
and  out  of  his  own  rich  experience  offer  the  guidance 
that  brings  the  young  person  safe  to  port. 

» Bishop  W.  F.  McDowell. 


WITH  YOUNG  PEOPLE  199 

Significance. — Evangelism  to  young  people  means 
the  Christianizing  of  all  of  life's  contacts.  Thus  the 
Word  of  God  must  be  shown  as  vitalizing  everyday- 
relationships,  affording  cleansing  and  healing,  comfort 
and  stimulation,  at  the  same  time  offering  a  worthy 
challenge  to  virile  manhood  and  womanhood.  The  pro- 
gram of  the  church  of  God  must  likewise  be  intimately 
related  to  the  great  problems  of  human  life  and  conduct 
as  they  are  experienced  by  young  people,  and  must 
offer  guidance  and  help  in  all  the  fields  of  human  en- 
deavor. A  young  lady  in  writing  to  her  teacher  said: 
"In  church  they  say  the  same  things  over  and  over 
again,  yet  they  don't  seem  to  tell  one  anything.  They 
talk  of  their  love  for  Jesus  and  how  happy  it  makes 
them,  but  they  never  say  how  they  got  it.  .  .  .  Oh,  I 
wish  you  could  make  me  understand!" 

The  teacher. — Evangelism  for  young  people  must 
somehow  make  them  understand  the  presence  and  power 
of  Jesus  Christ  in  a  human  life.  "As  Jesus  made  plain 
the  kingdom  of  God  to  his  disciples  and  to  those  who 
heard  him  by  the  Galilaean  sea,  so  must  parents,  teach- 
ers, friends  make  Mis  Kingdom  as  a  personal  presence 
plain  to  children,  pupils,  friends.  It  is  the  teacher's 
high  commission.  God  himself  depends  upon  humans 
for  the  release  of  the  powers  of  the  Almighty.  The 
Sunday-school  teacher  is  in  the  line  of  power.  All  the 
resources  of  the  kingdom  of  God  are  at  his  command. 
The  only  limit  to  this  power  is  the  teacher's  capacity 
to  use  it.  There  is  no  task  too  great,  no  pupil  too  far 
away  or  too  difficult  of  approach  for  the  leader  who  has 
tapped  the  Kingdom's  reservoirs  of  power.  Many  a 
teacher  of  earnest  heart  and  mind  feels  his  own  weak- 
ness. In  fact,  no  really  great  teacher  ever  feels  self- 
sufficient.     The  abiding  inner  sense  of  need  is  pre- 


200  HANDBOOK  FOR  WORKERS 

requisite  to  the  humility  that  can  truly  make  the  Christ 
life  plain  to  others.  But  many  a  teacher  stops  with  the 
weakness.  It  is  not  necessary  to  have  a  professional 
evangelist,  nor  a  special  course  of  training  in  evangelis- 
tic technique  to  be  able  to  present  Jesus  Christ  to  young 
people.  ^An  impersonal  precept  may  give  us  light  and 
a  certain  amount  of  wisdom.  A  guidepost  does  this. 
But  it  does  not  win  our  devotion  nor  compel  our  wills 
until  it  comes  to  us  incarnated  in  the  life  of  some  one 
who  walks  along  with  us.'  "^  "  'Our  teacher  teaches  us 
boys  to  be  polite.'  *How  does  she  do  it?'  asked  his 
mother.  'Oh,  I  don't  know;  she  just  walks  around — 
and  we  feel  as  polite  as  anything.'  "^  Many  leaders  in 
dealing  with  young  people  will  do  their  best  evangelistic 
work  by  "just  walking  around." 

Desirable  responses. — ^The  reader  is  referred  to  the 
discussion  of  young  people's  traits  (Chapter  III)  in  order 
to  recall  the  attitude  which  characterizes  them  in  religion 
or  any  other  field  of  education.  The  same  objective 
sought  in  other  fields  of  religious  education  is  to  be 
found  in  the  field  of  evangelism — the  modification  of 
human  conduct.  Modifications  of  conduct  for  young 
people  will  be  dependent  entirely  upon  the  convictions 
they  hold.  But  convictions  are  modified  by  the  atti- 
tudes of  the  group  to  which  they  belong.  The  relation- 
ship of  a  human  being  to  his  Maker  is  a  personal 
relationship.  The  whole  range  of  one's  experience  is 
involved  in  that  relationship.  No  matter  what  the 
chain  of  experiences  or  the  conditions  through  which 
the  individual  has  come,  sooner  or  later  he  must  reach 
the  point  of  complete  surrender  to  or  rejection  of  the 
will  of  God  for  his  Hfe. 


1  Even  So — Leaflet;  Board  of  Sunday  Schools. 

*  Conde — The  Human  Element  in  the  Making  of  a  Christian. 


WITH  YOUNG  PEOPLE  201 

Variety. — The  first  step  toward  the  accomplishment 
of  the  great  objective  of  every  teacher  is  to  bring  the 
members  of  his  class  into  such  a  personal  relationship 
to  Jesus  Christ  that  in  the  end  he  will  become  accepted 
and  acknowledged  as  Saviour,  Friend,  Companion,  and 
Guide.  It  is  to  be  expected  that  different  tempera- 
ments, different  experiences,  different  capacities  will  ex- 
press themselves  in  different  ways  when  this  vital  and 
desirable  experience  comes.  Those  for  whom  it  is  a  re- 
newal or  confirmation  of  what  has  long  existed  will  not 
express  this  assurance  in  the  same  manner  in  which 
one  who  has  wandered  away  and  who  has  become  be- 
smirched with  the  evil  of  the  world  will  show  it.  The 
responses  will  be  as  numerous  and  as  varied  as  the  needs 
and  the  temperaments  of  the  persons  who  come.  The 
declaration  of  allegiance  may  be  to  a  new  allegiance  or 
to  a  larger  conception  of  one  already  acknowledged. 

Expression. — ''There  is  a  new  motive  and  a  new 
standard  of  conduct,  but  it  is  still  the  conduct,  thought, 
and  aspiration  of  youth.  Care  must  be  exercised  so  that 
no  young  person  shall  be  led  to  adopt  formal  phrases 
and  acts  as  the  normal  expression  of  his  youthful  Chris- 
tian experience.  There  are  youthful  means  of  expres- 
sion fully  as  acceptable  to  the  Saviour  of  youth  as  the 
adult  means  of  expression  are  to  the  Redeemer  of  ma- 
ture years.  They  may  not  properly  be  interchanged. 
Each  must  be  both  natural  and  utterly  sincere.  It  is 
clear  also  that  there  cannot  be  uniformity  of  experience 
and  expression,  because  there  is  no  uniformity  of  tem- 
perament and  need.  Yet  all  need  him;  all  must  have 
him;  'there  is  no  other  name.'  But  all  do  not  need  him, 
all  do  not  receive  him  in  the  same  way.  Your  experience 
is  not  mine.  Mine  is  not  yours.  Yet  both  of  us  by  faith 
have  given  ourselves,  accepted  the  sacrifice  he  has  made. 


202  HANDBOOK  FOR  WORKERS 

and  have  the  assurance  that  we  are  children  of  the 
King. 

"For  everyone  there  must  be  decision.  There  must 
be  acceptance  with  all  the  implications  involved.  For 
some  this  decision  will  mean  a  complete  revolution  of 
the  habits  of  thought  and  action.  For  others  it  means 
the  determination  to  keep  on  in  the  way.  No  one  can 
automatically  take  his  place  in  the  Kingdom.  There 
comes  a  time  when  the  individual  must  declare  his 
allegiance.  This  is  a  conscious  act  and  involves  the 
will.  Habits  of  right  decisions  must  be  formed.  Our 
minds  must  be  'renewed'  constantly."^ 

"When  to  the  soul  of  an  adult  who  has  missed  his 
rightful  inheritance  and  who  has  grown  up  unspiritual 
ahd  unsubmissive  to  his  Father  there  comes  the  mighty 
season  of  reality,  the  great  tide  of  the  Spirit,  so  that  he 
is  convicted  of  sin  and  turns  to  the  Saviour  from  sin, 
there  will  naturally  be  a  great  confusion  and  breaking 
up  of  the  fountains  of  being,  an  earthquake  of  the  soul 
in  which  all  things  become  new.  ...  In  dealing  with 
young  people  the  too  frequent  mistake  of  the  evan- 
gelistic churches  has  been  to  expect  the  same  mani- 
festations of  convulsion  as  in  the  converted  drunkard. 
In  the  years  of  adolescence  the  whole  emotional  nature 
is  in  a  state  of  flux  and  instability  and  nothing  is  easier 
than  to  work  upon  the  emotions.  Nothing  is  more  dan- 
gerous to  a  church's  objective  than  to  set  to  work  upon 
the  emotions  in  the  stratum  of  religion.  Effects  can  be 
produced,  but  the  lead  in  this  spiritual  mine  will  soon 
be  worked  out.  The  sensitiveness  of  this  spiritual 
receptivity  will  be  seared  and  the  remainder  of  the 
spiritual  Hfe  will  be  deadened  through  this  premature 
success.    The  mistaken  acceptation  that  a  young  per- 

^Even  5o— Leaflet;  Board  of  Sunday  Schools. 


WITH  YOUNG  PEOPLE  203 

son  is  not  converted  unless  he  gives  the  same  mani- 
festation as  an  adult  has  led  too  often  to  an  unnatural 
forcing  and  a  resulting  precocity  which  reacts  viciously 
on  later  development.  It  is  staying  power  that  is 
needed.  Mr.  E.  M.  Robinson,  in  describing  the  manner 
in  which  young  persons  come  into  their  spiritual  in- 
heritance, has  offered  this  picturesque  description: 
^They  are  as  bathers  on  the  seashore.  One  takes  a 
sudden  plunge,  makes  at  once  the  great  decision,  set- 
tles the  problem  once  for  all.  Another  wades  in  step 
by  step,  deliberately.  Another  runs  in,  comes  out  again, 
wades  in  once  more,  and  then  swims  away.  Yet  another 
is  forced  in  by  his  companions  and  stays  there,  but  only 
after  a  frantic  struggle.  The  last  sits  on  the  beach  and 
lets  the  tide  rise  and  float  him  away.'  God's  ways  of 
dealing  with  souls  are  exactly  adapted  to  those  souls' 
varieties.  Since  he  never  uses  exactly  the  same  pattern 
twice  in  creating,  there  will  be  infinite  variety  in  the 
being  born  into  the  new  life.  But  the  new  birth  is  a 
necessity.  The  bather  must  be  submerged  in  the 
ocean.  "^ 

Method. — There  is  no  "best  way."  Many  devices 
have  been  tried.  Many  schemes  and  plans  have  been 
attempted.  In  the  end  it  is  found  that  the  simple, 
straightforward,  sincere  challenge  made  by  parent, 
friend,  or  teacher  whose  life  squares  with  his  profession 
is  most  effective.  Such  a  challenge  is  never  nagging; 
it  is  always  sympathetic,  and  commands  respect  even 
if  not  accepted. 

The  first  thing  of  concern,  then,  is  for  the  spiritual 
resource  of  the  person  offering  the  challenge.  He  must 
himself  have  the  contagion  of  a  glowing  personal  expe- 
rience.    He  must  be  patient  of  results.     God  himself 

1  Barber— rA«  Unfolding  of  Life,  1917.  Chapter  VI. 


204  HANDBOOK  FOR  WORKERS 

will  not  compel  anyone  to  accept  him.  The  human  will 
is  supreme.  With  what  infinite  patience  the  Father 
rephrases  his  love  in  order  to  win  our  wills.  We  too 
must  be  willing  to  work  and  wait.  "The  spirit  of  im- 
patience cuts  the  nerve  of  influence." 

1.  If  the  class  is  an  organized  one,  the  teacher  and 
the  class  president  will  have  frequent  conferences  con- 
cerning the  welfare  of  the  class.  This  includes  neces- 
sarily the  spiritual  relationships  of  the  individuals  in 
the  class.  Sunday-school  teachers  who  have  missed 
the  joy  of  prayerful  counsel  with  the  presidents  of  the 
classes  or  the  chairmen  of  the  groups  within  the  class 
on  this  matter  have  been  deprived  of  one  of  the  rich 
joys  of  work  with  young  people.  Frequently  it  will  be 
found  that  the  president's  own  spiritual  life  is  much 
in  need  of  enrichment.  Imagine  that  teacher's  surprise 
when  he  heard  his  class  president  pray  during  such  a 
conference:  "Dear  Father,  help  me  to  get  Bender  for 
you."  It  is  not  surprising  to  hear  a  minister  say:  "The 
most  effective  evangelistic  force  in  our  church  is  the 
cabinet  of  our  Young  People's  Department." 

2.  It  is  clearly  evident  that  the  wide  range  of  social 
groups  involved  in  any  comprehensive  work  with  young 
people  will  necessitate  a  distinction  in  the  methods  em- 
ployed in  these  groups.  As  it  is  necessary  to  study  the 
particular  needs,  interests,  and  methods  of  approach  to 
the  individuals  of  a  class,  so  too  it  is  necessary  that 
the  usable  methods  and  common  factors  in  working 
with  the  various  social  groups  of  young  people  need  to 
be  studied.  Our  normal  schools,  colleges,  and  univer- 
sities are  alive  with  young  people  who  down  in  their 
hearts  long  for  the  message,  power,  and  companionship 
of  Jesus  Christ  in  human  life.  In  some  no  doubt  there 
are  perverse  wills,  but  at  heart  all  are  one  in  this  re- 


WITH  YOUNG  PEOPLE  205 

spect.  Not  everyone  has  the  capacity  to  approach  a 
group  of  college  students;  not  everyone  is  fitted  to 
present  the  claims  of  Jesus  Christ  to  an  industrial 
group;  some  cannot  effectively  lead  young  men  and 
young  women  in  rural  sections  to  the  foot  of  the  cross; 
but  all  must  be  led;  all  must  reach  that  point. 

3.  There  are  some  necessary  characteristics  of  the 
one  who  wishes  to  do  this  work  effectively:  (i)  He  must 
know  in  personal  experience  the  message  he  wishes  to 
bring,  (2)  he  must  know  the  person  or  persons  to  whom 
the  message  is  to  be  brought,  and  (3)  he  must  know 
the  ways  by  which  the  message  can  most  effectively  be 
presented.  There  is  a  gospel  for  youth  just  as  there  is  a 
gospel  for  age.  One  must  therefore  know  youth  with 
its  diversity,  with  all  its  ungovemed  passion  and  pow- 
ers. One  must  know  its  longings  and  its  aspirations, 
and  must  be  able  somehow  to  reach  the  tap-root  mo- 
tive of  the  life.  One  must  speak  with  the  voice  of  vivid 
humanity,  must  have  a  clear  insight,  the  capacity  to 
think  straight.  There  must  be  a  certain  shrewdness 
guided  by  moral  passion.  There  must  be  quickness  of 
perception  so  as  to  outwit  evil  in  its  own  business.  All 
of  this  must  be  shot  through  and  through  with  the 
winsomeness  and  the  power  resulting  from  personal 
companionship  with  Jesus  Christ. 

4.  Certain  mechanics  need  to  be  noted.  Careful 
recoid  should  be  made  in  every  Sunday  school  of  all 
decisions  of  all  pupils  from  their  earliest  relationship  to 
the  school,  so  that  persons  dealing  with  evangelism  and 
young  people  will  have  the  background  of  information 
thus  provided.  Careful  provision  must  be  made  for 
the  tying  up  of  young  people  making  decisions  to 
classes  in  which  the  fundamentals  of  the  Christian  life 
and  experience  are  presented.    The  significance  of  the 


2o6  HANDBOOK  FOR  WORKERS 

erection  and  adoption  of  right  standards  of  thought 
and  action  need  not  be  discussed.  One  of  the  tragedies 
of  life  is  to  find  a  young  person  who  has  accepted  the 
overlordship  of  Jesus  Christ  turned  adrift  among  the 
Christians  of  more  mature  years  with  no  program  of 
training  in  the  new  Kfe  and  no  opportunities  provided 
for  the  expression  of  his  new  allegiance  in  terms  of 
Christian  activity  and  service.  The  Young  People's 
Department  program  provides  a  place  and  a  part  for 
each  one  of  these  new  recruits.  Care  should  be  taken 
to  see  that  it  becomes  inevitable  that  one  should  find 
his  place  in  such  plan  where  it  exists.  Where  there  is 
no  Young  People's  Department,  one  should  be  devel- 
oped. Departmental  teachers  and  officers,  general  su- 
perintendent and  pastor  together  must  make  it  their 
supreme  task  to  see  that  those  who  have  renewed  or 
taken  new  allegiance  to  the  King  of  kings  shall  find  a 
vital  place  in  the  church's  training  camp. 

LIFE    SERVICE 

The  present  need  of  ministers  and  missionaries,  the 
call  for  trained  workers  in  the  new  phases  of  religious 
education  such  as  week-day  religious  instruction,  di- 
rectors of  religious  education,  directors  of  social  and 
recreational  life,  pastor's  secretaries,  and  other  special- 
ized forms  of  activity,  have  raised  the  whole  matter  of 
an  adequate  supply  of  workers  into  one  of  the  most 
pressing  problems  of  our  day.  The  underlying  attitude 
and  the  motive  of  many  persons  now  in  professional 
life,  the  large  number  of  misfits,  the  character  of  the 
appeals  made  for  the  investment  of  life,  all  combine  to 
demand  a  fresh  study  of  the  basis  upon  which  life  in- 
vestments are  made.  The  same  int-erest  attaches  to 
the  range  and  choice  of  marginal  time  activities,  those 


WITH  YOUNG  PEOPLE  207 

activities  which  are  carried  on  outside  the  field  of  one's 
livelihood.  The  fact  that  no  man  liveth  unto  himself 
has  begun  to  receive  proper  consideration.  Home, 
school,  and  church — all  society — are  turning  with  care- 
ful scrutiny  to  the  question  of  lifework. 

A  distinction. — Distinction  must  be  made  between 
evangelism  and  the  choice  of  the  lifework.  There  is 
some  confusion  at  this  point.  The  complete  process  of 
evangelizing  a  life  involves  the  acceptance  of  the  will 
of  God  for  the  life.  This  is  not  a  life-service  decision. 
It  is  clearly  a  prerequisite  to  such  decision,  but  is  none 
the  less  an  essential  part  of  evangelism.  No  life  can  be 
wholly  Christian  until  the  will  of  God  for  it  becomes 
acceptable.  Where  and  how  that  life  is  to  be  lived  is  a 
subsequent  decision  which  depends  upon  a  number  of 
factors.  This  latter  decision  may  properly  be  called  a 
"life-service  decision."  It  involves  the  use  of  the  en- 
tire time  and  talent  of  the  individual.  It  remains,  then, 
to  discuss  the  significance  of:  (i)  The  stewardship  of 
fife,  (2)  Vocational  information  and  guidance,  (3)  Chal- 
lenge to  life  service,  (4)  Training  for  service. 

The  stewardship  of  life. — '*Ye  are  not  your  own. 
Ye  are  bought  with  a  price"  (i  Cor.  6.  19,  20). 

There  is  a  deepening  desire  on  the  part  of  the  church 
to  help  young  people  to  find  God's  place  for  them  in 
the  world's  work.  The  loss  and  heartbreak  of  mere 
drifting  with  the  tide,  or  of  getting  into  the  wrong 
place,  or  of  landing  in  a  "blind  alley"  are  apparent  to 
all.  For  some  years  industrial  interests,  professional  in- 
terests, and  some  extra-church  agencies  have  been 
combing  our  preparatory  schools,  high  schools,  and  col- 
leges to  discover  the  finest  and  best-equipped  men  and 
women  for  their  needs.  To  a  large  extent  they  have 
found  what  they  wanted.     By  this  means  some  who 


2o8  HANDBOOK  FOR  WORKERS 

have  been  looking  forward  to  the  mission  field  or  to 
the  ministry  have  been  sidetracked  into  commercial  or 
extra-church  jobs.  The  present  situation  has  sometimes 
erroneously  been  ascribed  to  such  activities.  It  is  not 
the  only  possible  cause. 

All  are  stewards. — The  church  and  the  school  and 
the  home  have  seen  that  they  too  should  be  stewards 
of  life.  The  failure  of  a  young  man  or  young  woman 
to  find  the  place  of  largest  service  in  the  world's  work 
is  often  to  be  laid  at  the  door  of  them  all.  The  organ- 
ized movement  for  vocational  information  and  guid- 
ance has  been  under  way  more  or  less  effectively  in  the 
pubKc  school  world  for  several  years.  It  is  but  recently 
that  the  church  has  begun  to  tackle  this  matter  in  a 
thoroughgoing  way.  Some  communions  have  gone  so  far 
as  to  organize  life  service  commissions  or  departments 
with  power.  Pastors  and  laymen/  Sunday-school  au- 
thorities, young  people's  society  leaders,  all  are  facing 
up  to  this  task  in  a  wholesome  and  intelligent  way. 

Freedom  of  choice. — Young  people  are  being  given 
more  freedom  than  in  other  days  in  detemfining  their 
lifework.  Instead  of  dictation,  facts,  needs,  and  chal- 
lenges are  offered.  Desirable  standards  of  choice,  mo- 
tives, and  goals  are  having  a  much  larger  bearing  upon 
the  decisions  of  young  people  than  formerly.  This  is  as 
it  should  be.  But  these  very  conditions  create  a  larger 
need  for  vocational  information  and  guidance  than 
under  the  old  methods  of  inheriting  the  father's  pro- 
fession or  of  incidental  choice. 

Vocational  information  and  guidance. — More  and 


1  A  group  of  Eastern  business  men  of  large  interests  and  various  denomina- 
tional allegiance  recently  held  an  informal  conference  on  the  matter  of  the  lack 
of  ministers  and  ministerial  candidates  at  this  time.  They  held  that  that  nation 
could  not  last  whose  people  were  not  possessed  of  faith  in  God  and  righteousness. 
They  gladly  raised  a  fund  to  assure  the  adequate  presentation  of  this  matter  to  a 
selected  group  of  desirable  young  men. 


WITH  YOUNG  PEOPLE  209 

more  it  becomes  apparent  that  young  people  get  their 
bent  toward  lifework  in  their  earlier  years.  Very  many 
young  people  know  what  they  want  to  do  before  they 
have  finished  the  grades.  Many  decide  this  matter  in 
the  early  high-school  years,  due  largely  to  the  necessity 
of  choosing  one  course  as  against  another.  Some  reach 
their  conclusion  because  they  must  arrange  their  units 
for  college  entrance.  Early  specialization  courses  in 
general  high  schools,  the  two-year  high  school,  the  vo- 
cational high  school,  the  closer  relation  of  curriculum 
matter  to  everyday  life,  the  enrichment  of  the  entire 
public-school  program,  including  manual  arts,  house- 
hold economy,  commercial  training,  clubs,  teams,  and 
the  Hke,  all  tend  to  push  forward  the  age  of  decision. 

Developing  right  attitudes. — No  pupil  ought  to  be 
permitted  to  reach  a  decision  as  to  where  and  how  he 
will  invest  all  his  future  years  without  having  in  hand 
all  possible  vocational  information  and  some  standards 
of  choice.  The  obligation  to  provide  both  of  these  and 
to  develop  a  right  motive  in  choosing  rests  clearly  upon 
the  home,  the  school,  and  the  church.  Instruction 
should  begin  with  the  earliest  school  years  by  the  pres- 
entation of  concrete  examples  of  men  and  women  who, 
because  they  took  right  attitudes  toward  service,  proved 
a  wholesome  example.  This  undergirding  of  the  whole 
life  with  a  service  motive  is  of  prime  importance,  must 
begin  early,  and  never  really  cease.  It  is  not  confined 
to  lifework  in  its  implications.  Instruction  of  this  char- 
acter can  best  be  done  in  the  pre-high-school  group. 

During  the  high-school  years  there  should  be  infor- 
mation and  instruction  in  regard  to  life  investment. 
This  must  be  recognized  to  include  all  worthy  Kfe  call- 
ings. Sometimes  it  is  implied  that  the  only  ''calls"  God 
makes  are  to  the  ministry,  the  mission  field  or  the  pulpit. 


2IO  HANDBOOK  FOR  WORKERS 

Nothing  could  be  more  erroneous.  Every  field  of  human 
endeavor  is  subject  to  the  call  of  God.  While  the  call  to 
the  Christian  ministry  differs  in  kind  and  in  degree,  none 
the  less  young  people  need  to  see  in  law,  in  medicine, 
in  education,  in  art,  in  commerce,  in  motherhood  and 
fatherhood — in  every  walk  of  life — an  opportunity  to 
serve  him.  There  is  no  lesson  more  needed  than  that 
every  worthy  calling  is  or  may  be  of  God,  and  therefore 
of  service  in  bringing  in  the  Kingdom.  Too  long  the 
church  has  waited  to  capitalize  these  human  relation- 
ships for  Christ.  When  the  high-school  pupil  sees  in 
every  field  a  chance  to  serve  and  honor  Christ  it  will 
aid  him  in  choosing  his  field.  Every  calHng  is  inside 
the  program  of  the  kingdom  of  God,  but  all  are  not  of 
equal  value  or  importance. 

To  pupils  of  high-school  age  the  leader  must  bring 
careful  knowledge  of  the  fields  of  human  activity.  This 
includes,  among  other  things,  information  regarding  the 
present  and  future  opportunities  and  ideals  of  each  of 
these  fields;  the  requirements  for  success;  the  dangers 
involved,  both  moral  and  physical;  the  rewards,  both 
economic  and  spiritual;  the  needs  of  the  field  for  work- 
ers; the  preparation  required.  This  material  must 
largely  be  concrete  in  form,  showing  how  some  men 
with  the  requisite  ideals,  equipment,  and  spirit  have 
made  their  contribution  to  their  time  and  to  the  race 
in  various  fields.  This  material  may  be  offered  both 
through  the  high  school  and  the  church. 

Some  high  schools  have  made  definite  provision  to 
this  end.  Using  the  assembly  period,  they  invite  in 
outstanding  men  of  the  various  professions  to  present 
the  ideals,  the  future  opportunities,  and  the  requisites 
for  success  in  their  chosen  fields.  Ministers,  lawyers, 
physicians,  nurses,  educators,  and  others  thus  have  a 


WITH  YOUNG  PEOPLE  211 

splendid  opportunity  to  show  the  underlying  motive, 
the  needs,  and  opportunities  for  service  in  the  various 
fields  of  human  endeavor.  Some  Intermediate,  Senior, 
and  Young  People's  Departments  in  the  Sunday  school 
are  using  the  special  feature  period  of  the  departmental 
session  for  this  purpose.  The  value  of  this  plan  is  evi- 
dent. It  is  also  fraught  with  a  certain  danger  due  to 
the  method  of  presentation. 

The  college  situation. — During  a  number  of  years 
past  the  undergraduates  in  our  schools  and  colleges 
have  been  approached  by  the  various  candidate- seeking 
agencies  at  intervals  throughout  the  college  year.  Each 
representative  combs  the  college  body  for  its  most 
promising  young  men  and  young  women.  Each  one  of 
these  representatives  works  in  his  own  way,  with  slight 
regard  for  the  interests  of  other  perhaps  equally  worthy 
agencies.  The  results  on  many  a  campus  have  not 
been  altogether  happy.  The  students  have  been  the 
victims  of  overlapping  and  duplication.  They  have 
been  led  to  life-service  decisions  without  having  in  hand 
all  the  facts.  There  are  instances  of  the  representatives 
of  one  agency  attempting  to  win  over  to  themselves  a 
man  who  had  already  made  his  decision  to  enter  the 
field  of  another  agency.  Campus  conditions  have  thus 
become  not  only  intolerable,  but  in  some  instances  an 
actual  menace  to  the  welfare  of  the  church.  From  the 
standpoint  of  the  young  men  and  young  women  them- 
selves the  question  of  fairness  might  be  raised. 

The  local  church  situation. — The  special  interest 
of  the  pastor  in  charge  of  the  local  church  in  some  par- 
ticular field  of  Christian  endeavor,  or  the  interest  of 
some  enthusiastic  lay  worker,  sometimes  the  visitation 
of  a  representative  of  some  special  church  interest, 
comprise   about   the   only   impacts   which    the   young 


212  HANDBOOK  FOR  WORKERS 

people  in  the  local  church  receive  from  the  church  with 
relation  to  their  life  investment.  Occasionally  some  of 
these  young  persons  find  their  way  into  summer  insti- 
tute, camp,  or  conference,  and  while  there  are  given 
the  particular  angle  of  the  agencies  conducting  the 
assembly.  Here,  again,  young  people  are  sometimes 
led  to  make  life-service  decisions  in  the  light  of  partial 
or  inadequate  facts. 

The  home  situation. — The  relationship  of  parents 
to  children  and  youth  in  this  matter  is  as  diverse  as 
possible.  In  most  instances  the  child  reflects  the  spoken 
or  inferred  attitude  of  the  parent  on  the  matter  of  life 
investment.  Perhaps  therein  lies  a  partial  answer  to 
the  present  situation.  The  disorganized  and  chaotic 
conditions  existent  throughout  home  and  school  and 
church  are  largely  the  result  of  a  failure  to  assemble  the 
facts  and  to  organize  their  presentation  so  that  every 
life  in  coming  to  its  decision  shall  have  at  hand  a  world 
view  with  the  facts,  standards,  and  needs  relative  to 
each  of  the  fields  of  human  endeavor,  and  some  worthy 
bases  for  the  selection  of  the  place  at  which  his  life  shall 
be  geared  into  the  work  of  the  world. 

Presentation  of  life-service  challenge. — It  is 
necessary  at  the  outset  to  distinguish  between  two 
kinds  of  service — marginal-time  service  and  life  service. 
Marginal-time  service  deals  with  those  voluntary  ac- 
tivities carried  on  by  one  whose  living  is  secured  in 
some  other  way,  for  example,  the  Sunday-school  teacher, 
Scout  master,  Epworth  League  president,  etc.  Life 
service  means  the  giving  of  the  whole  life  and  in- 
volves the  earning  of  one's  livelihood  in  the  field  of 
that  service,  for  example,  the  ministry,  deaconess  work, 
director  of  reHgious  education,  etc.  In  the  presentation 
of  life-service  challenges  it  is  necessary  that  certain  fac- 


WITH  YOUNG  PEOPLE  213 

tors  should  receive  consideration.  The  vocational  apti- 
tudes, interests,  and  capacities  of  the  various  age  groups 
will  determine  the  nature  of  the  presentation  of  the 
world  as  a  field  for  Christian  service.  There  have  been 
instances  in  which  men  and  women  past  forty  years  of 
age  under  the  leadership  of  some  unorganized  program, 
have  been  led  to  volunteer  for  service  in  the  foreign 
fields.  The  skill  of  the  speaker  resulted  in  the  willing- 
ness to  change  from  some  specific  home  field  where 
more  or  less  satisfactory  service  was  being  rendered  to 
the  untried  field  across  the  seas.  Experience  has  dem- 
onstrated that  persons  of  those  years  are  entirely  too 
old  to  adjust  themselves  to  the  conditions  of  the  foreign 
fields  and  do  satisfactory  work.  When  a  church  agency 
refuses  to  accept  such  a  one  it  is  placed  in  the  embar- 
rassing position  of  seeming  to  circumvent  the  will  of 
God  for  that  fife.  Such  unfortunate  situations  can  be 
obviated  only  when  the  methods  of  life-service  presen- 
tation are  thoroughly  understood  and  a  life-service 
decision  clearly  explained. 

Standards  of  choice. — There  must  be  presented 
adequate  standards  of  choosing  a  lifework  or  of  selecting 
marginal- time  service  activities,  (i)  The  needs  and 
facts  relating  to  all  the  great  fields  of  human  endeavor 
must  be  set  forth  clearly  and  fairly.  (2)  The  young 
person  must  be  led  to  evaluate  himself  in  terms  of  edu- 
cation  and    of   developed    or   undeveloped    capacities. 

(3)  In  the  light  of  the  needs  of  the  fields  and  of  his  own 
personal  capacities  he  must  be  led  to  seek  the  direction 
of  the  Holy  Spirit  as  to  which  of  these  fields  are  his. 

(4)  Every  life-service  decision  must  be  recognized  as  a 
decision  to  prepare. 

It  is  therefore  necessary  that  the  nature  of  the  call  to 
service  should  be  explained.     Decisions  in  this  field 


214  HANDBOOK  FOR  WORKERS 

must  be  individual  decisions.  They  should  be  calm, 
deliberate,  thoughtful,  prayerful,  unhurried.  Nagging, 
hurrying,  stampeding,  mass  decisions,  overpersuasion 
have  no  place  in  a  wholesome  and  worthy  program  of 
life-service  presentation.  It  is  essential  also  that  the 
tasks  offered  to  young  people  shall  be  worthy  tasks. 
"There  is  something  stimulating  in  great  demands.  The 
impossible  task  makes  men.  Belittle  your  appeals  and 
you  breed  dwarfs;  stiffen  your  challenge  and  you  rear 
giants."^ 

For  most  young  men  and  young  women  the  decision 
is  twofold:  (i)  The  decision  to  give  oneself  wholly  to 
the  field  of  religious  activity;  (2)  the  determination  as 
to  geography  and  special  department.  If  the  first  of 
these  has  been  reached  by  any  fundamental  process,  it 
may  be  recognized  as  final.  The  second  decision  should 
be  recognized  as  more  or  less  temporary  until  the  period 
of  specialized  training  for  the  young  person  has  arrived. 

Cooperation. — Cooperation  of  the  candidate-seeking 
agencies  is  increasing  steadily.  The  waste  and  ineffi- 
ciency of  previous  years  is  being  eliminated.  It  is  being 
recognized  that  to  find  the  best  man  for  the  place  in  the 
light  of  God's  will  is  the  only  safe  method.  Life-service 
commissions  and  departments  are  bringing  order  out  of 
chaos  and  simpHcity  out  of  confusion.  In  cooperation 
with  college  faculties  and  undergraduate  leaders  ar- 
rangements are  being  made  by  which  the  interests  of 
the  entire  field  of  Christian  activity  shall  be  presented 
wholesomely,  fairly,  and  regularly  to  the  undergraduates 
by  the  one  who  may  come  representing  a  church  agency. 
An  earnest  attempt  is  thus  being  made  to  present  all 
the  facts  relative  to  all  the  fields.  It  is  recognized  that 
a  weighty  responsibility  for  vocational  guidance  rests 

1  Dr.  J.  H.  Jowett— The  Christian  Advocate,  New  York. 


WITH  YOUNG  PEOPLE  215 

upon  the  college  faculty  and  the  campus  leaders.  They 
also  make  a  study  of  the  undergraduate  mind  in  respect 
to  life  investment.  Representatives  of  church  agencies 
and  extra-church  interests  are  bound  to  present  in  their 
public  address  the  entire  field  of  human  endeavor.  In 
conferences  arranged  by  and  under  the  supervision  of 
faculty  and  student  leaders,  opportunity  for  the  dis- 
cussion of  special  personal  interests  is  provided.  In 
this  way  the  great  problems  of  the  world  are  presented, 
the  insistent  need  for  workers  is  shown,  and  the  chal- 
lenge to  mighty  tasks  is  laid  before  the  young  people. 
Throughout  the  entire  college  year  faculty  representa- 
tives and  the  undergraduate  leaders  use  every  oppor- 
tunity to  relate  individuals  to  agencies  in  possession  of 
the  facts.  Already  this  plan  is  beginning  to  show  evi- 
dences of  superiority  over  the  old  methods. 

In  local  church. — In  the  local  church  field  the  pas- 
tor is  again  recognized  as  the  center  of  all  such  activi- 
ties. Into  his  hands  is  placed  every  desirable  item  of 
information  and  help.  Through  his  enlightened  ad- 
ministration his  own  young  people  are  led  to  see  the 
world,  its  needs,  its  opportunities,  its  challenge.  In 
cooperation  with  his  Sunday-school  teachers,  League 
and  other  society  workers,  wholesome,  definite,  and 
worthy  decisions  are  made.  The  occasional  visit  of 
representatives  of  church  agencies  confirms  and  adds  to 
the  facts  presented  by  the  pastor  in  the  work  that  he 
has  been  doing.  Here  again  the  results  are  justifying 
the  change  in  method. 

Card  signing. — The  question  as  to  whether  an  indi- 
vidual making  his  decision  should  be  asked  or  required 
to  sign  a  card  is  a  matter  for  local  decision.  In  some  in- 
stances a  card  is  most  effective;  in  others  it  is  a  deterrent. 
In  every  instance,  however,  when  a  card  is  employed  the 


2i6     HANDBOOK  FOR  WORKERS 

signature  ought  not  to  be  asked  for  in  public,  nor  under 
the  pressure  of  an  emotional  appeal  or  group  action.  The 
signing  of  a  card  is  a  serious  matter  and  should  be  done 
with  deliberation,  thoughtfulness,  and  in  an  atmosphere 
of  prayer  and  personal  conviction.  The  life  must  be  wide 
open  to  the  leadership  of  the  Spirit  of  God,  and  the 
signature  should  be  the  result  absolutely  of  that  leader- 
ship, and  that  alone.  In  exercising  his  judgment  the 
individual  will  use  all  the  facts,  all  the  needs,  all  the 
inspiration  that  have  been  brought  to  him  through 
books,  addresses,  conferences.  At  the  last,  however, 
the  decision  is  his  and  God's.  No  other  individual  pos- 
sesses the  right  of  interference  or  of  domination.  Cards, 
if  desired,  may  be  obtained  from  denominational  head- 
quarters. 

Reporting  decisions. — ^After  a  church  or  denomina- 
tion has  organized  its  life-service  work,  whether  the 
decision  has  been  reached  in  the  local  church,  in  an 
institute,  conference,  school,  or  camp,  or  on  a  college 
campus,  the  decision,  of  whatever  kind,  should  be  re- 
ported to  the  central  office.  In  no  other  way  can  dupli- 
cation, overlapping,  and  chaos  be  avoided.  It  is  like- 
wise obligatory  upon  the  leader  of  any  conference, 
institute,  school  or  college,  or  any  other  agency  under 
whose  influence  a  decision  has  been  reached,  to  ac- 
quaint the  pastor  of  the  one  making  the  decision  with 
the  fact  and  the  nature  and  circumstances  of  that  de- 
cision. 

The  prior  right  of  the  pastor  of  the  local  church  to 
gather  the  fruits  of  his  ministry  must  be  recognized. 
When  a  pastor  is  indifferent  or  inefficient  in  this  field 
of  endeavor,  no  valid  objection  can  be  offered  if  his 
church  assumes  to  supplement  his  efforts.  In  a  cer- 
tain town  of  four  thousand  not  one  minister  has  been 


WITH  YOUNG  PEOPLE  217 

produced  in  forty  years.  Now,  however,  the  whole 
town  has  set  itself  to  change  that  record. 

Training  for  efficiency. — The  decision  on  the  part 
of  anyone  may  be  a  decision  to  do  marginal- time  work 
or  to  enter  the  field  of  life  service  as  a  profession.  In 
either  case  the  decision  is  a  decision  to  train  for  the 
field  and  character  of  service  chosen.  Where  the  field 
of  work  is  not  a  part  of  the  decision  a  broad  general 
foundation  of  personal  enrichment  and  principles  must 
be  laid.  The  extent  of  training  necessary  depends  nat- 
urally upon  the  previous  training  of  the  individual. 
Everyone,  however,  will  need  some  special  work  in 
preparation  for  the  new  activity  if  his  work  is  to  be 
efficient. 

In  the  local  church  and  community  this  training  will 
take  the  form  of: 

I.  Training  classes  in  the  local  school.  These  will  be 
for  those  who  are  now  doing  the  work  in  the  local 
church  and  must  be  held  at  some  time  other  than  the 
hours  in  which  that  work  is  being  done.  And  also  for 
those  young  persons  who  will  be  doing  volunteer  service 
in  the  local  church  in  the  near  future.  For  these  per- 
sons the  training  class  would  naturally  occur  in  the 
Sunday  school  at  the  Sunday-school  hour;  or  at  the  hour 
of  the  Epworth  League  or  Christian  Endeavor  meeting. 
In  addition  to  these  there  is  the  opportunity  for  train- 
ing in  service  through  the  organized  Young  People's 
Department,  the  organized  young  people's  society,  the 
various  service  activities,  the  social  and  recreational 
programs,  and  the  larger  service  campaigns.  All  of  these 
afford  an  opportunity  for  training  in  leadership,  for  the 
discovery  \)f  leaders,  and  for  the  discovery  of  unknown 
capacities  and  weaknesses. 

?.  Community  training  schools  provide  classes  through 


2i8  HANDBOOK  FOR  WORKERS 

which  many  workers  in  the  community  are  given  the 
benefit  of  the  combined  teaching  strength  of  all  the 
churches  of  the  community.  Through  courses  offered 
during  the  winter  months  the  efficiency  of  active  and 
prospective  workers  in  local  churches  may  be  greatly 
increased. 

3.  An  increasing  number  of  churches  are  organizing 
their  training  work  around  a  church  night.  Under  this 
plan  the  congregation  assembles  regularly  each  week 
for  a  supper  period  followed  by  a  series  of  group  as- 
semblies in  which  little  children,  boys  and  girls,  young 
men  and  women,  and  adults  are  provided  with  activities 
which  appeal  and  which  tend  to  satisfy  the  needs  of  the 
groups.  Such  a  program  provides  play  and  stories  for 
little  children;  midweek  activities  such  as  Boy  Scouts, 
Camp  Fire  Girls,  or  Girls'  Reserve  for  the  girls  and  boys; 
training  classes  in  leadership,  recreational  and  other 
forms  of  service  for  young  people;  Bible  study,  special 
problems,  church  interests  for  adults.  This  plan  affords 
opportunity  for  a  wide  range  of  training  and  sociabih'ty. 

Interchurch  schools. — Sometimes  where  it  is  not 
advisable  to  develop  a  community  school,  two  or  more 
churches  of  the  same  or  different  denominations  unite 
in  a  training  program  planned  to  fit  their  own  peculiar 
conditions  and  needs.  In  each  of  these  plans  special 
provision  should  be  made  for  those  persons  who  have 
made  Hfe-service  decisions  for  the  purpose  of  directing 
attention  to  the  ways  and  means  of  preparation  for  life 
service,  for  enriching  the  personal  devotional  life,  for 
special  study  of  specific  fields,  problems,  or  conditions, 
particularly  with  relation  to  the  local  church. 

In  school  and  college. — In  high  school,  junior  and 
senior  college,  and  university,  courses  are  being  intro- 
duced in  training  for  leadership.    These  courses  are  less 


WITH  YOUNG  PEOPLE  219 

technical  than  those  provided  for  specific  training  in 
life  service.  They  are  intended  largely  for  the  training 
of  marginal-time  workers.  It  is  a  most  happy  situation 
where  such  courses  are  offered.  Many  pastors  have 
found  in  their  dealings  with  pupils  who  were  sent  away 
to  college  and  university  that  they  came  back  home 
with  an  enlarged  vision  of  the  world,  with  increased  de- 
velopment of  their  capacities  in  many  other  fields  of 
activity;  but  in  relation  to  their  home  church  and  its 
program  they  came  back  less  capable,  less  efficient,  and 
could  be  listed  more  as  liabilities  than  as  assets. 

The  new  program  is  removing  that  condition.  Schools 
and  colleges  are  now  making  definite  provision  for  the 
training  of  their  undergraduates  in  the  principles,  mate- 
rials, and  methods  of  work  in  the  home  church.  In  state 
universities,  religious  foundations  are  being  established, 
student  pastors  appointed,  and  the  undergraduates  pro- 
vided with  the  opportunity  to  relate  all  their  college 
and  university  work  to  the  great  ideals,  principles,  and 
motives  of  the  Christian  life.  The  day  is  past  when  it 
may  safely  be  said  that  our  schools  and  colleges  cannot 
be  listed  as  vital  factors  in  a  program  of  religious  edu- 
cation. There  are  schools  and  colleges  which  have 
failed  to  see  the  necessity  for  such  adjustment.  As  a 
rule,  the  pastors  do  not  look  to  them  for  the  leadership 
and  training  of  their  youth. 

In  addition  to  these  general  means  of  training  there 
are  provided  departments  of  religious  education,  schools 
of  missions  and  religious  pedagogy,  theological  schools, 
deaconess  and  other  training  schools.  The  number  and 
range  of  interests  thus  embraced  is  as  wide  as  the  needs 
of  the  church.  Boards  of  home  and  foreign  missions, 
pastors  and  others  seeking  for  workers,  are  setting 
worthy  standards  of  attainment  for  persons  desirous  of 


220  HANDBOOK  FOR  WORKERS 

entering  these  fields  of  service.  For  the  detail  of  train- 
ing for  marginal-time  service,  such  as  Sunday-school 
teachers,  young  people's  society  workers  and  the  like, 
the  reader  is  directed  to  Chapter  XII.  Young  people 
who  have  decided  upon  work  in  a  special  field  through 
their  leader  or  pastor,  should  be  brought  into  direct 
contact  with  the  church  board  or  agency  vested  with 
the  supervision  of  the  work  in  that  field.  The  interests 
of  the  field  and  the  interests  of  the  candidate  will  best 
be  served  by  following  the  suggestions  and  utilizing  the 
help  of  the  recognized  authority  in  the  field  he  serves. 
In  this  way  the  assignment  of  the  candidate  to  a  sp>ecific 
place  in  the  field  of  his  choice  can  be  made  with  intel- 
ligence and  with  satisfaction  to  all  concerned. 

Assistance  of  candidates. — Some  churches  have 
provided  resources  which  may  be  drawn  upon  by  de- 
ser\dng  candidates  during  their  training  period.  The 
amounts,  conditions,  and  prerequisites  of  such  assist- 
ance are  facts  which  can  be  discovered  only  by  direct 
correspondence  between  the  individual  and  the  church 
agency  having  such  funds  to  administer.  The  pastor, 
local  church,  and  the  president  and  faculty  of  the  school 
or  college  involved  ought  to  be  provided  with  this  in- 
formation. 

The  Life-Service  Department  of  one  denomination^ 
has  set  forth  the  following  statements  relative  to  life- 
ser\ice  appeals: 

1.  Always  present  Life  Sen-ice  as  meaning  the  devo- 
tion of  full  time  to  some  special  form  of  Christian  Service. 

2.  Always  make  the  appeal  for  decision  for  Life  Service 
definitel}^  .  .  . 

3.  Make  no  appeals  to  little  children  for  immediate 
decision  for  Life  Service. 


Methodist  EpiscopaL 


WITH  YOUNG  PEOPLE  221 

4.  Always  make  the  appeal  for  a  decision  for  Life 
Service  as  a  single,  separate,  and  distinct  appeal  or 
proposition. 

5.  Base  the  appeal  on  the  truth  as  to  the  needs  of  the 
field  and  the  claim  of  these  needs  upon  life. 

6.  In  making  the  appeal  for  Life  Service  exercise  un- 
usual care  not  to  take  undue  advantage  of  tense  emo- 
tional situations  or  of  unusual  conditions  of  excitement. 

7.  In  making  the  appeal,  always  exercise  great  care 
not  to  take  advantage  of  youth  on  the  basis  of  crowd 
psychology. 

8.  Hold  a  brief  interview  with  every  one  who  responds 
to  the  appeal  for  Life  Service  decisions  and  make  such 
report  on  same  as  your  church  has  arranged.  .  .  . 

9.  In  private  interview  and  in  public  appeal  be  sure  to 
bring  the  possible  recruit  to  the  point  of  counting  the 
cost  of  Life  Service. 

10.  Assure  the  recruit  that  he  will  hear  from  the  cen- 
tral office  and  wiU  have  a  full  opportunity  to  express  his 
choice  regarding  the  particular  form  as  well  as  the  gen- 
eral field  of  Life  Service. 

11.  Send  all  of  the  signed  cards,  or  copies  thereof,  of 
Decisions  for  Life  Service  to  the  Commission  on  Life 
Service  (name  of  your  denominational  headquarters) .  Send 
in  the  cards  without  delay. 

12.  Seize  every  possible  opportunity  to  win  the  finest 
and  strongest  of  our  young  men  and  women  for  Life 
Service  in  our  church. 

Topics  for  discussion: 

1.  Preservation  and  Rescue. 

2.  Honest  Doubt. 

3.  A  Young  Person's  Religion. 

4.  Making  Life  Count. 

5.  What  Constitutes  a  Call. 


222  HANDBOOK  FOR  WORKERS 

Books    or  further  study: 

Conde — The  Human  Element  in  the  Making  of  a 
Christian. 

Cabot — What  Men  Live  By. 

Tiplady — Christia^iity  and  the  New  Era, 


WITH  YOUNG  PEOPLE  223 


CHAPTER  XI 

YOUNG  PEOPLE  IN  CHURCH,  COMMUNITY, 
AND  WORLD 

The  hope  of  the  race  lies  in  its  coming  generation. 
We  have  seen  how  certain  early  conditions  tend  to  pro- 
duce corresponding  results  in  later  adolescence.  Some 
of  these  are  desirable  and  some  undesirable.  The  prov- 
ince of  the  home,  the  church,  and  community  is  to  see 
to  it  that  the  conditions  are  such  as  will  produce  desir- 
able results. 

A  study  of  the  defects  in  boy  training  reported  re- 
cently in  Religious  Education  offered  some  significant 
cases  illustrative  of  the  out-cropping  in  later  adolescence 
of  undesirable  factors  due  largely  to  a  failure  on  the  part 
of  adults  to  provide  right  education  in  the  earlier  forma- 
tive years.  A  young  fellow  who  spent  his  early  years  in 
Sunday  school  says  it  led  to  vacantness,  wandering, 
moody  meditation,  with  an  utter  lack  of  energetic  think- 
ing in  regard  to  religious  matters  and  a  passive  attitude 
toward  things  in  general.  There  was  nothing  to  do  and 
nothing  in  the  range  of  his  thought  life.  The  Sunday 
school  seemed  to  divorce  religion  and  life.  Two  other 
fellows,  crippled  by  diffidence  and  the  lack  of  ability  to 
express  and  assert  themselves,  attributed  it  all  to  the 
fact  that  they  had  been  habitually  repressed  during  the 
earlier  years.  The  reader  will  recall  the  discussion  in 
an  earlier  chapter  relative  to  this  matter  of  barren 
spots  or  sags  due  to  earlier  failure  in  education  or  in 
other  training  (see  Chap.  II). 

"A  group  of  lamentable  cases  was  discovered  in  this 


224  HANDBOOK  FOR  WORKERS 

study,  in  which  exemplary  young  men  and  older  boys 
had  on  going  away  from  home  for  the  first  time  at  once 
made  complete  moral  shipwrecks  of  their  lives.  In 
every  case  it  was  discovered  that  they  had  been  al- 
lowed no  freedom  in  directing  their  lives  at  home.  Their 
hour  for  coming  in  at  night  and  all  other  details  of  life 
had  been  rigidly  prescribed  for  them  by  an  arbitrary 
authority.  The  result  was  that  early  in  life  their  own 
capacities  for  creative  effort,  reflective  choice,  self- 
control,  and  self-direction  were  strangled  before  they 
could  develop.  There  must  also  have  been  an  abiding 
resentment  against  a  system  at  once  so  arbitrary  and 
so  harmful.  Among  other  conclusions  reached  in  this 
study  were: 

"Any  attempt  at  character-building  that  leaves  the 
home  out  of  the  reckoning  is  doomed  to  puerility  and 
failure. 

"The  Sunday  school  seems  to  have  been  in  many 
cases  a  positively  harmful  influence,  and  in  others  an 
unappealing  and  meaningless  diversion  in  the  lives  of 
boys. 

"The  home,  the  school,  the  church,  and  social  and 
recreational  life  must  be  organized  around  the  expres- 
sional,  creative,  assertive  needs  of  life. 

"Back  of  every  wrong  social  attitude  lies  a  repressed, 
buried,  or  misdirected  normal  impulse.  All  the  agen- 
cies that  are  in  the  enterprise  of  character  creation 
must  take  account  of  this  fundamental  and  paramount 
fact."i 

We  cannot  escape  the  conclusion  that  the  church  is  a 
vital  factor  in  the  development  of  the  life  of  the  race. 
Next  to  the  home  itself,  it  is  the  most  important  factor. 
It  cannot  side-step  its  responsibility. 

^  Religious  Education,  192 1. 


WITH  YOUNG  PEOPLE  225 

In  a  certain  small  town  in  Ohio  the  trustees  of  the 
local  church  flatly  refused  the  use  of  the  church  build- 
ing for  recreational  purposes.  The  young  people  of  the 
town  immediately  set  about  finding  recreation  for  them- 
selves. At  present  they  are  to  be  found  in  pool  halls, 
and  in  a  dance  hall  in  which,  according  to  a  traveling 
salesman,  such  forms  of  dancing  are  permitted  as  would 
cause  immediate  arrest  in  any  well-poHced  city.  In  the 
high  school  are  to  be  found  cribbing,  cheating,  and  un- 
usual evidences  of  immorality. 

Likewise  the  community,  with  its  billboards  covered 
often  with  suggestive  words  and  pictures,  its  dirty 
streets  and  dark  places,  with  its  beautiful  homes,  parks, 
and  buildings,  has  its  sins  of  omission  and  of  commis- 
sion. "The  hitherto  unobserved  impressions  of  child- 
hood," Pfister  says,  "control  the  later  development  of 
the  normal  individual,  even  the  peculiarity  of  his  style, 
his  choice  of  a  vocation,  and  of  a  wife,  as  well  as  the 
most  significant  affairs." 

More  and  more  the  vision  of  the  church  at  the  cen- 
ter, cooperating  with  home  and  school  hi  sl  great  world 
task  of  making  world  Christians,  is  coming  to  men. 
More  and  more  the  attention  of  thoughtful  persons  is 
being  centered  upon  the  industrial  waste  and  competi- 
tion, the  social  maladjustments,  the  slum  environment 
that  produces  the  "slum  mind,"  and  upon  all  correla- 
ted evils  which  cry  aloud  for  the  justice  and  healing 
to  be  found  only  in  the  message  and  program  of  Christ. 
The  church,  the  community,  and  the  world  must  not 
only  face  their  responsibility,  but  young  men  and  young 
women  must  be  led  to  find  their  place  in  the  accom- 
plishment of  that 

" .    .    .  far  off  divine  event, 
To  which  the  whole  creation  moves." 


226  HANDBOOK  FOR  WORKERS 

THE  LOCAL  CHURCH  AND  ITS  YOUNG  PEOPLE 

It  has  been  iterated  to  the  point  of  weariness  in  these 
pages  that  a  place  for  and  participation  in  adoles- 
cent life  are  requisites  in  any  church  program.  This 
is  particularly  true  of  young  people  of  eighteen  to 
twenty-four.  Much  of  the  weakness  of  the  moral 
powers  of  body,  mind,  and  will,  much  of  the  indifference 
to  the  local  church  and  its  work,  much  of  the  failure  of 
our  work  with  young  people,  is  due  to  a  lack  of  partici- 
pation. A  study  of  the  Juvenile  Protective  Association 
of  Chicago,  Illinois,  in  which  two  hundred  and  thirty- 
seven  teachers  observed  approximately  one  hundred 
thousand  children,  brought  to  light  that  fifty  per  cent 
were  vitally  affected  by  the  message  of  the  moving 
picture  screen.  This  study  developed  the  fact  that  in 
its  influence  upon  the  lives  of  children  the  home  stood 
first,  the  public  school  second,  the  moving  picture  third, 
the  church  fourth.  This  included  all  branches  of  the 
church.  The  significant  element  in  the  study  is  that 
the  church  does  not  stand  in  relation  to  life  in  the  place 
which  its  message  and  power  make  possible. 

In  some  way  the  local  church  must  make  itself  a 
vital  part  of  the  fives  of  young  men  and  young  women. 
There  is  no  way  in  which  this  can  be  done  save  by 
closely  relating  the  church  program  to  the  actual  daily 
social,  recreational,  industrial,  and  educational  lives  of 
young  people.  It  must  be  a  seven-day  program.  It 
means  adequate  provision  for  social  and  recreational 
life.  It  means  that  the  organization,  the  materials,  the 
methods  employed  in  the  field  of  religion  must  be  based 
upon  the  interests,  needs,  and  capacities  of  these  per- 
sons. Architecture  must  do  its  part.  Leadership  and 
supervision  must  be  provided. 

And  this  will  be  a  matter  of  expense.     There  are 


WITH  YOUNG  PEOPLE  227 

some  churches  which  need  to  review  in  the  light  of  the 
needs  of  growing  life,  the  distribution  of  funds  they 
are  now  making.  There  lies  before  us  the  annual  re- 
port of  a  large  church.  It  contains  these  items:  for  the 
pastor,  $7,000;  business  agent,  $3,000;  janitors,  $3,000; 
church  music,  $4,500;  Sunday  school,  $1,000;  Young 
People's  organization,  $400.  A  report  has  just  been 
made  indicating  that  in  a  certain  denominational  body 
the  Sunday  schools  of  that  organization  contributed 
more  than  four  times  as  much  to  the  support  of  the 
church  as  the  church  invested  in  the  Sunday  school. 
In  one  denomination  only  seven  per  cent  of  the  benev- 
olent dollar  was  given  (19 19)  for  purposes  of  religious 
education.  It  is  to  be  noted,  however,  that  home  and 
foreign  missionary  societies  are  each  doing  their  part 
in  the  field  of  religious  education. 

Not  until  the  church  as  a  denomination  and  the 
local  church  as  a  unit  takes  the  matter  of  religious  edu- 
cation and  the  training  of  its  young  people  seriously 
enough  to  make  adequate  financial  provision  need  it 
expect  to  receive  in  return  from  young  people  any  more 
serious  attention  than  the  church  itself  exhibits. 

Church  attitudes. — The  attitude  of  the  local  church 
on  the  matter  of  its  ministry  to  the  whole  needs  of  the 
whole  life  ought  to  be  made  plain  to  young  people  from 
the  pulpit,  in  the  class  and  through  the  financial  pro- 
visions made  as  well  as  through  the  opportunities  of- 
fered for  the  use  of  church  time  and  property.  The 
attitude  of  the  church  on  the  matter  of  the  natural 
expression  of  the  religious  life  of  young  people  ought  to 
show  itself  through  the  organization  of  a  unified  Young 
People's  Department  of  the  church  (Chap.  V)  in  which 
training  in  worship  and  expression  in  service  and  train- 
ing for  leadership  find  their  place. 


228  HANDBOOK  FOR  WORKERS 

Special  assignments. — The  participation  of  young 
people  as  groups  and  as  individuals  in  the  administra- 
tion of  local  church  affairs  is  of  real  importance.  Junior 
membership  on  boards  of  trustees,  stewards,  the  session, 
deaconess  association,  or  other  organizations  of  mature 
life  in  the  conduct  of  local  church  affairs  should  be  pro- 
vided. There  is  no  other  way  in  which  young  men  and 
young  women  can  learn  how  affairs  of  the  local  church 
are  conducted,  or  be  trained  for  efficiency  in  conducting 
these  affairs  when  they  themselves  come  to  bear  the 
burdens  of  such  work.  Special  assignments  by  these 
bodies  to  the  young  people  ought  to  be  made.  Studies 
of  community  conditions,  of  local  church  conditions  and 
needs,  the  handhng  of  certain  functions,  social,  recrea- 
tional, evangelistic,  and  the  like,  the  organization  of 
church  missions  to  be  supervised  by  adults,  but  actually 
conducted  by  the  young  people — these  and  many  other 
types  of  special  work,  if  offered  heartily  and  sympa- 
thetically as  a  field  of  endeavor  for  young  people,  will 
find  a  response  that  will  not  only  be  of  tremendous 
value  to  the  kingdom  of  God,  but  will  itself  be  a  de- 
veloping factor  in  the  lives  and  capacities  of  the  young 
people  who  participate  therein. 

THE   PASTOR  AND  HIS  YOUNG  PEOPLE 

The  situation  in  some  churches  makes  it  necessary 
for  the  pastor  to  choose  among  several  fields  of  activity. 
For  some  this  means  whether  the  emphasis  will  be  laid 
upon  the  pulpit  or  upon  the  pastoral  office.  For  some 
it  means  a  distinct  recognition  of  the  young  life  of  the 
church  and  a  little  less  emphasis  upon  adult  life,  or  the 
recognition  of  the  adult  life  with  less  emphasis  upon 
the  interests  of  young  people.  Each  pastor  thus  sit- 
uated must  make  his  own  choice.    However,  the  choice 


WITH  YOUNG  PEOPLE  229 

ought  to  be  made  in  the  light  of  the  fact  that  if  young 
people  abandon  the  church,  sooner  or  later  the  church 
itself  will  die.  Statistics  indicate  that  approximately 
seventy  per  cent  of  our  conversions  and  sixty  per  cent 
of  first  crimes  occur  during  the  middle  and  later  ado- 
lescent years.  This  is  the  age  of  voluntary  enlistment. 
Wise  is  the  pastor  who  takes  these  factors  into  account 
and  plans  his  program  with  full  recognition  of  the  flood 
tide  of  power  found  in  the  young  life  of  his  church  and 
community. 

A  splendid  feature  of  the  choosing  to  minister  pri- 
marily to  youth  is  that  such  a  course  does  not  necessi- 
tate neglect  of  either  childhood  or  adult  hfe.  The 
pastor  who  plans  carefully  a  program  of  participation, 
who  reveals  his  capacities  of  leadership  by  employing  his 
young  people  to  carry  on  the  actual  items  of  the  pro- 
gram, will  discover  for  himself  more  time  for  the  more 
important  things  and  an  increasing  range  of  contact  in 
all  the  age  groups  represented  in  his  church.  More 
things  will  thus  be  accompKshed. 

The  pastor's  committee. — The  pastor's  committee 
has  been  found  by  many  pastors  to  be  a  real  asset,  both 
in  interesting  his  young  people  and  in  intensifying  his 
relationships.  Such  a  committee  is  made  up  of  a  group 
of  young  people  corresponding  in  number  somewhat  to 
the  size  of  the  church,  whom  the  pastor  takes  into  full 
confidence  in  his  planning,  especially  for  evening-worship 
service.  This  service  is  recognized  as  a  young  people's 
service.  Each  of  these  persons,  known  to  the  pastor, 
but  unknown  to  others,  selects  a  location  in  the  church 
auditorium  which  he  occupies  promptly  and  faithfully 
at  each  church  service,  providing  himself  with  an 
extra  hymnal,  and  in  case  of  need,  with  a  fan.  They 
make  it  their  particular  duty  to  see  that  persons  in  their 


230  HANDBOOK  FOR  WORKERS 

immediate  vicinity  are  provided  with  a  hymnal  and 
know  the  number  of  the  hymn  and  the  pages  of  the 
psalter  reading.  At  the  conclusion  of  the  service  those 
who  can  be  reached  are  heartily  greeted  by  these  young 
persons.  In  case  of  the  discovery  of  sickness  or  any 
particular  need,  the  individual  is  brought  to  the  pastor 
for  his  personal  attention. 

It  may  be  practicable  for  the  pastor  to  indicate  to 
these  young  persons  the  nature  of  the  sermon,  whether 
it  be  in  a  series  or  a  separate  theme.  The  young  people 
are  in  a  prayerful  and  helpful  attitude.  The  pastor 
feels  that  at  any  time  he  may  glance  in  their  direction 
and  there  find  a  human  center  of  influence  and  helpful- 
ness for  him.  On  the  part  of  the  young  people  there  is 
a  feeling  of  responsibility  because  the  pastor  is  depending 
upon  them  for  a  certain  portion  of  the  success  of  the 
worship  period.  Frequently  the  ushers  are  selected  from 
or  by  this  group,  as  are  those  who  wait  upon  the  con- 
gregation for  the  offering.  In  general,  the  ushers  and 
those  who  receive  the  offering  are  under  the  direction 
and  supervision  of  an  adult.  Sometimes  pastors  pre- 
pare a  series  of  sermons,  the  themes  of  which  have  been 
suggested  by  this  group.  The  nature  of  treatment  also 
may  have  been  indicated  by  them. 

The  relationships  of  groups  of  young  people  in  local 
churches  have  been  utterly  changed  by  such  simple  and 
entirely  reasonable  devices  as  these.  In  some  cases 
where  the  pastor  has  gone  further  and  asked  a  member 
of  this  group  to  assist  in  conducting  the  preliminary 
services  some  young  men  have  been  led  to  give  them- 
selves to  the  ministry  and  some  young  women  to  enter 
the  field  of  religious  education  as  life  work.  Pastors 
have  used  young  people  as  assistants  to  carry  on  some 
of  the  work  of  systematic  visitation  and  to  perform 


WITH  YOUNG  PEOPLE  231 

other  simple  pastoral  functions  with  remarkable  success 
both  as  to  the  character  of  the  work  performed  and  as 
to  the  effect  of  this  participation  upon  the  attitude  of 
the  young  persons  involved. 

Deputations. — In  the  matter  of  deputation  work  we 
have  but  touched  the  fringe.  Vast  reaches  of  outlying 
territory  in  the  United  States,  often  whole  communi- 
ties of  people  in  our  larger  cities,  are  altogether  un- 
touched by  any  form  of  religious  activity,  Hebrew, 
Catholic,  or  Protestant.  There  are  large  numbers  of 
homes  that  have  never  seen  a  Bible,  to  say  nothing  of 
possessing  one.  There  are  persons  who  have  never 
heard  the  Word  of  God  explained  by  pastor  or  layman. 
There  is  opportunity  in  our  day  for  the  development  of 
a  large  body  of  lay  pastors  and  women  workers  who, 
under  the  leadership,  supervision,  and  direction  of  the 
pastor  of  the  local  church,  will  be  led  to  the  develop- 
ment and  carrying  on  of  one  of  our  most  needed  pro- 
grams. Only  the  future  could  tell  what  the  effect  upon 
the  young  lives  thus  actively  engaged  would  be. 

Camps. — Increasingly  the  lure  of  camping  is  finding 
response  in  the  plans  of  boys  and  girls  and  young  men 
and  young  women.  A  distinction  needs  to  be  drawn 
between  those  camps  which  are  purely  recreational  and 
those  which  have  an  educational  element.  For  a  num- 
ber of  years  it  has  been  the  custom  of  some  men  and 
women  engaged  in  educational  enterprises  to  conduct 
camps  for  commercial  purposes  during  the  summer  va- 
cation months.  Many  independent  organizations  for 
boys  or  girls,  such  as  Boy  Scouts,  Camp  Fire  Girls, 
Y.  M.  C.  A.  and  Y.  W.  C.  A.,  are  increasing  the  number 
and  size  of  their  summer  camps.  Many  of  these  camps 
are  of  very  high  character  and  have  made  a  worthy 
contribution  to  the  lives  of  the  boys  and  girls  partici- 


232  HANDBOOK  FOR  WORKERS 

pating.  Most  of  such  camps  make  provision  for  tutor- 
ing the  boys  and  girls  who  are  in  need  of  this.  Some 
others  provide  for  all  manner  of  nature  study,  camp 
craft,  and  the  like.  Comparatively  few,  however,  have 
recognized  the  distinct  religious  educational  opportunity 
for  boys  and  girls  offered  by  outdoor  life  under  sym- 
pathetic leadership. 

Some  of  our  best  local  churches  are  providing  a 
camp  site  and  equipment  for  the  use  of  the  boys  and 
girls,  young  men  and  young  women  of  their  constit- 
uency. This  is  a  most  desirable  feature  of  any  church 
program.  The  pastor  who  has  been  camping  with  his 
young  people  has  an  insight  into  their  temperament, 
character,  and  disposition  which  he  can  get  in  no  other 
way.  The  young  people  who  have  been  camping  with 
their  pastor  have  respect  for,  confidence  in,  and  com- 
radeship with  him  which  goes  far  toward  making  every- 
thing that  he  says  and  suggests  worthy  of  the  closest 
attention  and  fullest  consideration.  The  pastor  who 
has  not  had  a  night  under  canvas  with  the  young  men 
of  his  parish  has  missed  something.  ^ 

Sometimes  several  churches  of  a  denomination,  or 
those  of  an  entire  district,  unite  in  providing  a  camp 
lasting  seven  to  ten  days  for  the  various  age  groups  of 
their  district,  taking  the  young  men  for  a  season,  the 
young  women  for  a  season,  and  following  each  of  these 
with  the  younger  boys  and  younger  girls.  Care  is  taken 
to  select  from  the  older  groups  such  persons  as  evidence 
capacity  and  desire  for  leadership.  This  makes  it  pos- 
sible to  give  them  the  training  in  action  which  is  most 
desirable,  and  under  a  supervision  which  assures  right 
attitudes  and  a  worthy  program.  Where  the  church  has 
an  all-inclusive  organization  for  its  young  people  such  a 
plan  is  very  easily  carried  out.    The  morning  hours  at 


WITH  YOUNG  PEOPLE  233 

a  camp  of  this  nature  would  be  given  to  serious  con- 
sideration of  the  great  problems  which  affect  the  lives 
of  young  people.  Care  should  be  exercised  that  there 
is  sufficient  range  and  brevity  in  these  study  programs. 
If  too  long,  they  become  wearisome;  if  too  short,  they 
omit  vital  factors.  A  young  man  just  past  eighteen 
years  wrote  to  his  father  from  a  camp  saying,  'The 
trouble  is  they  feed  you  too  much  on  about  six  colos- 
sal world  problems  instead  of  a  little  on  about  sixty 
pressing  questions  that  young  people  now  face." 

District  superintendents  and  pastors  will  discover  in 
the  evening  camp-fire  period  of  the  young  people's  camp 
a  splendid  time  for  promoting  the  interests  of  the  king- 
dom of  God  at  large,  of  the  district  which  they  super- 
vise, and  of  the  local  churches  therein.  The  development 
of  the  personal  devotional  life  in  a  camp  that  is  properly 
organized  and  that  has  a  wholesome  program  is  not 
only  rapid  but  intense.  Its  wholesome  evangelistic  pos- 
sibilities and  life-servace  opportunities  have  not  as  yet 
been  fully  realized.  If  you  want  to  put  anything  into 
the  life  of  a  church,  of  a  district,  or  a  communion,  as- 
semble the  young  people  in  camps  where  it  can  be  dis- 
cussed, understood,  and  decided  by  them.  It  must  be 
clear  that  such  a  camp  ought  to  be  distinctly  under  the 
supervision  and  direction  of  the  leadership  of  the  church 
or  district,  if  it  is  going  to  prove  of  greatest  value  and 
effectiveness.  The  suggestive  camp  programs  at  the 
end  of  the  chapter  will  be  found  helpful  in  making 
concrete  the  camp  ideas  here  offered. 

THE  YOUNG  PEOPLE  AND  THE  COMMUNITY 

The  idea  of  the  community  as  a  unit  worthy  of  con- 
sideration has  been  growing  rapidly  in  recent  years.  In 
thinking  of  the  relation  of  young  people  to  the  com- 


234  HANDBOOK  FOR  WORKERS 

munity  several  observations  may  be  made.  Young 
people  are  very  responsive  to  the  influence  of  the 
personaKties  and  opinions  of  the  leaders  in  the  com- 
munity, whether  these  be  social,  economic,  educational, 
or  rehgious  leaders.  Majority  opinion  has  great  weight. 
"Don't  lose  your  first  vote"  is  often  given  as  the  basis 
for  the  first  exercise  of  the  franchise.  "Everybody's 
doing  it,"  and  other  similar  expressions,  indicate  this 
tendency.  The  strong  influence  of  one  individual  upon 
another  is  obvious.  The  traditions  of  the  community 
along  lines  of  conduct,  ideals,  dress,  etc.,  frequently  find 
zealous  support  from  young  people.  Occasionally 
equally  zealous  opposition  is  shown.  Ideals  and  stand- 
ards in  relation  to  religion,  sportsmanship,  the  atti- 
tude to  one's  job,  to  the  opposite  sex,  to  little  children, 
to  adults,  are  sometimes  those  of  the  group  rather  than 
standards  which  have  been  thought  out  by  the  indi- 
vidual. Just  here  it  ought  to  be  stated  that  the  stand- 
ards of  any  group  may  be  changed  almost  abruptly  by 
the  willful  activity  of  an  individual  or  several  individ- 
uals within  the  group.  A  single  young  woman,  or  two 
intimate  friends  may  completely  change  the  social  and 
spiritual  complexion  of  a  sorority  within  a  few  months. 
The  advent  of  a  new  family  may  change  the  ideals  of  an 
entire  neighborhood.  A  dishonest  merchant  may  very 
quickly  affect  the  standards  of  weight,  measure,  and 
quality  in  his  locality.  The  interaction  of  influence 
must  always  be  considered. 

What  makes  a  commtinity. — It  is  difficult  to  de- 
fine a  community  because  of  the  variety  of  factors  which 
determine  its  confines.  These  may  be  geographical,  as 
"East  Side"  and  "West  Side";  or  racial,  as  "Little 
Italy,"  or  the  "residential  section";  they  may  be  so- 
cial, as  "middle  class,"  "better  class."    There  is  con- 


WITH  YOUNG  PEOPLE  235 

stant  change  in  the  confines  of  a  community  due  to 
the  constantly  changing  conditions,  except,  perhaps,  the 
geographical.  What  makes  a  community,  then,  can 
have  no  final  answer.  What  may  be  noted,  however,  is 
that  two  or  more  people,  families,  organizations,  or  a 
district  having  some  common  interest  or  cause  thereby 
become  a  community.  Merely  living  in  the  same  lo- 
cality does  not  necessarily  predicate  a  community.  It 
is  obvious  in  this  connection,  however,  that  with  the 
development  of  civilization  and  the  consequent  increase 
of  the  interrelation  of  human  interests  the  community 
idea  tends  to  crystallize,  and  the  community  confines 
tend  to  take  more  definite  form.  Where  there  is  com- 
munity, cooperation  is  possible.  Where  cooperation  is 
not  possible,  the  community  idea  has  not  yet  taken  its 
full  place. 

Community  agencies. — Community  agencies  are  of 
two  sorts — those  which  grow  up  from  within,  and  those 
which  come  from  without.  The  agencies  growing  up 
from  within  are  such  as  develop  when  individuals  begin 
to  see  the  advantage  or  necessity  of  thinking,  planning, 
and  working  together.  Those  which  grow  from  without 
are  agencies  which  have  been  planned  by  persons  or 
powers  outside  the  community  and  brought  to  the  com- 
munity for  adoption,  and  support.  In  the  former  group 
are  to  be  found  such  elements  as  interdenominational 
organizations,  chambers  of  commerce,  boards  of  educa- 
tion, of  health  and  other  similar  factors.  Those  that  are 
imposed  from  without  are  frequently  parts  of  a  larger 
whole  which  may  be  national  or  international  in  scope. 
Their  primary  responsibihty  is  to  the  larger  organiza- 
tion of  which  they  are  a  part. 

Agencies  growing  up  from  within  the  community  are 
more  likely  to  be  representative  of  the  community  units 


236  HANDBOOK  FOR  WORKERS 

as  such.  Agencies  coming  from  without  are  generally 
in  the  hands  of  selective  groups.  The  former  are  di- 
rectly responsible  to  those  units  which  they  represent. 
The  latter  are  responsible  to  the  overhead  organiza- 
tion only.  In  most  instances  those  organizations  which 
grow  up  from  within  formulate  their  own  programs 
in  the  light  of  all  the  facts  and  advice  which  can 
be  obtained.  The  outside  organization  comes  with  a 
program  which  is  part  of  a  larger  whole.  The  direction 
of  the  organization  that  grows  up  from  within  is  vested 
in  the  persons  chosen  by  them  for  administrative  posi- 
tions. The  direction  of  the  extra-community  agency  is 
supervised  from  without.  Each  of  these  types,  from 
which  nearly  every  community  organization  varies  more 
or  less,  has  its  own  peculiar  advantages  and  disadvan- 
tages. 

So  far  as  the  decision  as  to  which  type  is  best  suited 
to  any  local  community,  only  the  community  interests 
and  personnel  can  determine.  One  thing,  however,  is 
certain,  that  the  young  people  must  be  led  to  recognize 
that  all  community  agencies  for  the  betterment  of  the 
community,  whether  they  have  grown  up  from  within 
or  been  imposed  from  without,  whether  they  deal  with 
the  church  as  such,  or  with  the  economic,  industrial,  or 
social  relations — that  all  of  them  somehow  root  back  in 
and  exist  because  of  the  religion  of  Jesus  Christ  as  ex- 
pressed in  the  organization  called  his  church. 

Where  the  church  is  directly  concerned  its  participa- 
tion in  community  enterprises  ought  to  be  based  on 
direct  and  official  representation  of  each  denomination 
as  such.  It  is  not  always  in  harmony  with  the  facts  to 
say  that  a  man  who  is  a  prominent  member  of  a  local 
church  and  who  has  been  asked  by  some  community 
agency  to  sit  on  its  committee  or  boards  of  directors  is 


WITH  YOUNG  PEOPLE  237 

a  "representative"  of  that  denomination.  He  may  be, 
and  doubtless  is,  a  worthy  representative,  but  if  he  has 
not  been  so  designated  by  his  church  he  has  no  corre- 
sponding authority  or  responsibility.  Community  en- 
terprises to  be  community  enterprises  must  be  formu- 
lated, organized,  and  directed  by  representatives  of 
those  units  which  compose  the  community.  There 
must  be  some  responsible  check.  Few,  if  any,  com- 
munities ignore  the  larger  denominational  or  national 
relationship  when  once  they  face  the  cooperative  idea. 

Community  activities. — In  the  last  analysis  the 
most  active  personal  agents  in  the  community  are  its 
young  people.  Rotary  Clubs,  Kiwanis  Clubs,  Junior 
Chambers  of  Commerce,  and  the  like  are  a  visible  ex- 
pression of  the  interest  which  young  people  naturally 
have  and  the  energy  they  are  willing  to  expend  in  order 
that  their  community  may  be  made  all  it  can  and  should 
be.  This  means  that  where  sympathetic  leadership  is 
offered,  young  people  will  throw  themselves  into  the 
program  which  makes  for  reconstruction,  particularly  if 
in  the  reconstruction  some  attention  has  been  given  to 
th.e  needs  and  interests  of  young  persons.  The  range  of 
activities  includes  surveys,  pageants,  clean-up  cam- 
paigns, field  days,  old-home  week,  teams,  clubs,  con- 
tests, and  a  wide  variety  of  other  interests. 

A  small  town  in  a  lumbering  section  contained  a 
small  group  of  young  people  who,  under  the  leadership 
of  a  splendid  woman  of  vision,  set  about  to  make  pro- 
vision for  the  youngsters  of  the  town,  whose  custom  it 
had  been  to  spend  the  vacation  days  loafing  about  the 
town  square.  Just  outside  the  borough  limits  a  stream 
was  dammed  up  to  provide  swimming  facilities.  The 
county  road  scraper  was  borrowed  to  make  tennis 
courts,  baseball  diamonds,  and  the  like,  in  a  neighbor- 


238  HANDBOOK  FOR  WORKERS 

ing  field  donated  for  the  purpose.  An  entertainment 
was  given  in  the  high-school  auditorium,  the  proceeds 
of  which  were  used  to  secure  equipment.  A  committee 
of  adults  was  organized  to  supervise  the  activities. 
As  the  season  wore  on  local  drug-store  and  general- 
merchandise  proprietors  lent  their  assistance  to  the 
project  by  refusing  to  permit  boys  or  girls  to  loaf  on 
their  premises.  Baseball  teams,  tennis  tournaments, 
swimming  races,  a  wide  variety  of  boys'  and  girls' 
clubs  were  developed.  The  churches  of  the  community 
stood  back  of  the  project,  the  two  local  Protestant 
ministers  and  the  Roman  Catholic  priest  joining  in  an 
effort  to  save  the  young  people  of  the  town  from  the 
influences  of  storeroom  and  street.  The  young  people 
themselves  did  the  work  assigned  to  them  with  joy  and 
profit.  There  was  thus  discovered  to  them  their  need 
for  training.  At  the  end  of  the  first  season  under  this 
program  two  of  those  who  had  participated  and  who 
had  not  intended  so  doing  left  the  community  to  enter 
collegiate  institutions.  Two  others  reentered  training 
schools  for  admission  to  college.  These  are  some  of  the 
easily  discernible  influences  of  a  small  community  pro- 
ject. The  effect  upon  the  conduct,  speech,  and  ideals 
of  sportsmanship  in  the  younger  generation  can  scarcely 
be  measured. 

A  national  birthday. — In  some  communities  the  at- 
tempt is  being  made  to  have  an  annual  National  Birth- 
day. Sometimes  it  is  held  in  connection  with  the 
Fourth  of  July;  in  others  the  latter  part  of  October.  All 
the  young  people  of  the  community  who  have  reached 
their  twenty-first  birthday  during  the  year  are  made 
the  guests  of  the  community  in  a  community  birthday 
party.  At  this  time  they  are  given  some  idea  of  the 
significance  of  the  franchise,  some  ideals  of  American 


WITH  YOUNG  PEOPLE  239 

political  and  social  life,  and  some  standards  by  which 
the  franchise  may  effectively  be  exercised.  Such  a 
movement  throughout  the  nation  would  prove  of  ines- 
timable value  in  setting  standards  of  American  life  and 
conduct  in  the  political  world. 

The  transition  of  a  boy,  sometimes  of  a  girl,  into  the 
period  of  adolescence  along  about  the  twelfth  year  was 
marked  in  many  primitive  races,  and  is  celebrated  to- 
day by  some  otherwise  backward  peoples  with  unusual 
and  more  or  less  dignified  ceremonies.  It  would  be  a 
matter  of  real  moment  and  of  great  significance  if  a 
similar  custom  could  obtain  in  our  land,  not  only  for 
the  transition  into  early  adolescence,  but  likewise  for 
the  transition  into  young  manhood  and  young  woman- 
hood at  the  close  of  the  high-school  age.  This  induc- 
tion, if  put  on  with  dignity,  with  enthusiasm,  with  a 
sensitiveness  to  all  the  finer  ideals  of  life  and  conduct, 
could  not  but  carry  conviction  and  power  into  the 
lives  of  the  boys  and  girls  or  the  young  men  and  young 
women  who  were  participants.  Further,  it  would  call 
particular  attention  to  the  significance  of  young  people 
in  our  community  and  national  life. 

Meeting  places. — Recreation  and  playground  asso- 
ciations, community  clubs  for  social  and  recreational 
purposes,  athletic  associations,  and  a  wide  variety  of 
organizations  running  the  whole  gamut  from  viciousness 
in  character  to  most  profitable  and  helpful  influences 
are  to  be  found  in  our  communities.  These  are  a  further 
confirmation  of  the  fact  that  young  people  and  their 
interests  will  be  served,  if  not  under  desirable  condi- 
tions, then  under  such  conditions  as  may  be  possible.  A 
young  men's  club  made  up  of  thirty  wholesome, 
clean-cut,  average  industrial  workers,  sought  a  meeting 
place.    Wages  were  such  that  the  dues  were  limited  to 


240  HANDBOOK  FOR  WORKERS 

ten  cents  per  week.     The  following  opportunities  were 
discovered  by  their  committee: 

1.  A  room  in  a  community  house  in  a  good  location, 
light,  clean,  attractive,  free.  The  conditions  were  that 
the  room  would  be  available  on  certain  m'ghts  of  the 
week  only  and  must  be  vacated  at  lo  p.  M.  Since  the 
young  men  could  not  reach  the  room  before  8:45  or 
9:00  this  project  was  abandoned. 

2.  A  desirable  room  in  a  most  undesirable  neighbor- 
hood at  the  cost  of  $2.50  per  week.  The  club  decided 
not  to  rent  it  on  account  of  the  neighborhood. 

3.  A  large,  fairly  attractive  room  above  a  saloon, 
free  on  condition  that  the  club  bought  drinks  (before 
the  prohibition  enactment);  otherwise,  $3.50  per  week. 

The  committee  was  unable  to  discover  a  satisfactory 
room  available  in  any  local  church. 

It  is  a  matter  of  community  concern  as  to  where  and 
under  what  conditions  the  clubs  and  associations  of  its 
young  people  assemble.  Young  people  themselves  are 
the  best  agents  to  discover  the  facts  and  help  to  provide 
a  solution  for  the  problem.  They,  however,  cannot  do 
it  alone.  Always  the  matter  must  be  referred  back  to 
the  mature  members  of  the  community. 

A  group  of  young  men  organized  a  baseball  team 
and  asked  a  college  man  in  the  community  to  act  as 
coach.  The  ideals  of  sportsmanship  of  the  coach  were 
high.  He  found  the  young  men  were  in  the  habit  of 
betting  on  their  own  game,  of  using  unsportsmanly 
methods  of  winning.  Kindly,  but  firmly,  he  set  himself 
against  such  conduct  and  proved  beyond  a  doubt  that 
in  the  last  analysis  good  sportsmanship  and  clean  play- 
ing win  out.  It  soon  become  known  that  all  the  teams 
in  the  Interchurch  League  preferred  to  play  on  the 
grounds  provided  by  this  team. 


WITH  YOUNG  PEOPLE  241 

Supervision  is  essential ;  it  means  good  sportsmanship 
and  clean  play.  A  study  of  the  pool  rooms,  the  dance 
halls,  the  moving  picture  and  legitimate  theaters, 
recreation  and  amusement  parks,  of  rinks,  river  boats, 
automobile  routes,  road  houses,  soda  and  ice  cream  par- 
lors, athletic  and  social  clubs,  and  many  forms  of  com- 
mercial enterprises  in  communities  would  prove  of 
great  value  in  organizing  the  community  to  provide 
worthy  substitutes  for  unwholesome  recreational  meet- 
ing places  and  programs.  A  financial  investment  by 
the  community  in  wholesome,  capable,  effective  super- 
vision of  units  within  the  community  is  not  only  good 
business  but  is  an  asset  most  welcome  by  the  young 
people  themselves. 

Week-day  schools  of  religion. — There  are  few 
mterests  concerning  which  communities  need  to  take 
more  careful  thought  than  that  of  the  religious  educa- 
tion of  their  children  and  youth.  The  primary  respon- 
sibiHty  for  religious  education  rests  upon  the  home. 
The  secondary  responsibility  rests  with  the  church. 
The  state  has  no  capacities  in  this  respect.  The  church, 
state,  and  home,  however,  are  in  complete  agreement 
that  no  education  is  complete  until  it  includes  religion. 

An  increasing  number  of  communities  are  organizing 
boards  of  religious  education  corresponding  in  function 
to  the  board  of  public  education,  for  the  purpose  of  see- 
ing to  it  that  every  child  and  youth  within  its  bounds  is 
offered  the  privilege,  if  the  parent  wishes,  of  having 
such  instruction  in  rehgion  as  the  parent  may  choose. 
It  is  beyond  the  province  of  this  book  to  discuss  this 
matter  except  to  say  that  here,  again,  the  community 
is  made  up  of  recognized  denominational  units  in  which 
the  responsibility  for  religious  education  is  vested. 
These  units  as  such  owe  it  to  themselves  and  to  their 


242  HANDBOOK  FOR  WORKERS 

constituencies  to  see  that  childhood  and  youth  are  not 
neglected  in  this  phase  of  their  education. 

From  the  standpoint  of  young  people  the  field  of 
week-day  religious  instruction  offers  one  of  the  com- 
manding opportunities  for  the  investment  of  time, 
energy,  and  talent.  It  is  necessary  that  young  people 
shall  be  thoroughly  trained  for  this  type  of  work,  as 
well  as  for  teaching  in  denominational  Sunday  schools. 
Protestant  churches  face  the  necessity  of  developing  an 
order  of  trained  teaching  women  competent  to  carry  on 
this  work  in  week-day  schools  of  religion.  To  this  end 
many  communities  have  organized. 

Community  training  schools. — In  these  schools,  for 
ten  or  twelve  weeks  in  the  fall  and  as  many  in  the  win- 
ter months,  there  are  offered  by  the  churches  several 
practical  courses  in  training  for  leadership,  training  for 
teaching,  and  instruction  in  the  general  field  of  religion. 
The  standards  for  work  of  this  type  are  rapidly  ad- 
vancing. Educational  leaders  of  very  high  order  are 
participating  in  the  conduct  of  these  schools.  No  com- 
munity school  can  ever  take  the  place  of  the  training 
that  needs  to  be  done  for  the  local  leadership  in  the 
local  Sunday  school,  but  leaders  to  carry  on  the  train- 
ing in  the  local  school  may  properly  and  more  or  less 
satisfactorily  be  trained  in  community  schools.  As  an 
opportunity  for  the  development  of  their  capacities, 
young  people  who  are  unable  to  secure  training  in 
normal  schools  and  colleges  will  find  the  community 
school  of  unusual  value.  The  organization  and  conduct 
of  these  schools  should  rest  upon  the  same  representa- 
tive basis  as  other  interchurch  or  community  activities. 

WORLD  RELATIONS 

Careful  attention  is  being  given  in  many  quarters  to 


WITH  YOUNG  PEOPLE  243 

the  development  of  the  idea  of  world  citizenship.  The 
nations  of  the  world  rise  or  fall  together.  Many  persons 
as  yet  have  not  the  world  view,  nor  have  they  sensed  the 
significance  of  the  world  mind.  For  our  young  people 
there  must  be  the  home-keeping  heart.  In  order,  how- 
ever, to  make  the  best  home  it  is  essential  that  the 
community  should  be  of  the  highest  possible  type,  that 
the  state  of  which  the  community  is  a  part  should  be 
founded  upon  righteousness  and  justice,  and  that  the 
world  of  which  the  state  is  a  member  should  recognize 
Jesus  Christ  as  King  of  kings  and  Lord  of  lords. 

To  this  cause  the  world  is  not  yet  wholly  devoted. 
The  attention  and  interest  of  young  people  must  be 
attracted  toward  the  great  world  fields  of  service,  their 
conditions,  their  needs,  their  challenge.  Modern  inven- 
tions have  made  the  world  small  enough  for  young 
people  everywhere  to  know  how  the  other  half  lives. 
Out  of  the  array  of  facts  and  information  placed  in 
their  hands  young  people  can  with  satisfaction  and  with 
propriety  set  themselves  to  the  task  of  planning  how 
the  world  can  be  brought  into  subjection  to  the  ideal 
and  under  the  influence  of  the  gospel  of  Jesus  Christ. 
Participation  in  world  afiairs  follows  participation  in 
world  thinking.  World  thinking  is  based  on  a  knowl- 
edge of  world  facts  and  world  conditions.  When  these 
have  been  provided,  not  before,  we  may  expect  to  find 
our  young  people  rising  in  their  power  to  meet  world 
needs. 

SUMMARY 

I.  This  is  preeminently  the  age  in  which  young  peo- 
ple are  finding  larger  and  larger  opportunity  to  express 
themselves  in  thought  and  action.  It  is  necessary, 
therefore,  if  the  church  desires  to  have  the  interest  and 


244  HANDBOOK  FOR  WORKERS 

attention  of  young  people,  that  it  should  provide  a 
place  and  a  part  in  which  there  is  opportunity  to  think 
followed  by  opportunity  to  act.  Some  of  the  indiffer- 
ence and  some  of  the  undesirable  activities  of  young 
people  are  due  in  part  to  the  mistakes  and  failures  of 
their  training  in  earlier  years.  It  is  incumbent,  there- 
fore, upon  the  church  of  to-day  to  do  its  part  to  make 
up  for  any  absence  of  the  right  sort  of  training  during 
childhood  and  early  youth.  To  this  task  part  of  the 
church  has  set  itself.  Where  it  has  so  done,  it  is  find- 
ing an  increasingly  desirable  response  from  the  young 
people.  Pastors  are  giving  more  and  more  of  their  time 
and  a  larger  place  to  young  life  in  the  conduct  of  affairs 
in  the  local  church.  Pastors'  committees,  helpers,  depu- 
tations, training  camps,  junior  members  of  church 
boards,  special  assignments,  and  the  like  form  a  part  of 
this  splendid  new  program. 

2.  Communities  have  awakened  to  the  fact  that 
there  are  some  things  which  can  best  be  done  together, 
and  cooperative  enterprises  in  economic,  social,  and  re- 
ligious fields  are  producing  splendid  results.  Pageants, 
civic  campaigns,  training  schools,  recreational  projects, 
week-day  schools  of  religion,  national  birthday,  a  wide 
range  of  activities  planned  with,  for,  and  sometimes  by 
young  people  are  remaking  whole  communities. 

3.  The  world  is  being  brought  very  close  by  means  of 
newspapers,  books,  magazines,  the  screen  and  lectures. 
Young  people  are  rapidly  becoming  world-minded.  The 
increase  in  general  knowledge  makes  possible  an  ad- 
vance in  specific  knowledge.  Planning  ways  and  means 
to  meet  world  needs,  searching  for  places  to  invest  life 
at  the  full,  a  splendid  increase  in  the  number  of  prom- 
ising young  people  taking  up  world  tasks  as  their  life- 
work  results  from  the  introduction  of  such  a  program. 


WITH  YOUNG  PEOPLE  245 

The  church  in  the  community,  the  young  people  in  the 
church  and  in  the  community  are  set  to  the  remaking 
of  the  world  on  the  basis  of  justice,  righteousness,  and 
peace.  If  church  and  community  are  wise  enough  to 
reckon  with  the  powers,  capacities,  enthusiasms,  and 
sacrifices  of  young  people,  the  coming  of  the  Kingdom 
will  be  greatly  accelerated. 

Topics  for  discussion: 

1 .  How  Young  People  Can  Help  the  Pastor. 

2.  Recreational  Supervision  in  Church  and  Commun- 

ity. 

3.  Wholesome  Evangelism  by  Young  People. 

4.  Sharing  with  Young  People. 

5.  The  World  Mind. 

Books  for  further  study: 
Moore — The  Youth  and  the  Nation. 
Hagedorn — You  Are  the  Hope  of  the  World. 
Atheam — Religious  Education  and  Democracy. 
Coe — A  Social  Theory  of  Religious  Education. 
Loveland — Training  World  Christians. 
Fleming — The  Marks  of  a  World  Christian. 


246  HANDBOOK  FOR  WORKERS 


CHAPTER  Xn 
LEADERSHIP 

"There  is  little  basic  difference  between  the  herd  and 
the  leader.  Big  minds  are  simply  used  minds — en- 
larged and  strengthened  by  constant  exercise.  Com- 
manding intelligence  anywhere  differs  from  crowd 
average  only  in  vision,  purpose,  and  determination. 
Brains  are  motors  incapable  without  a  persistent  driv- 
ing force.  The  nearest  spot  is  the  best  location  for 
success.  Everybody  stands  the  same  chance,  but  the 
majority  stands  still  before  it.  The  greatest  undertak- 
ing requires  only  head  room.  There  was  space  enough 
in  a  log  cabin  to  rebuild  an  entire  nation.  The  vastest 
dream  under  the  stars  and  the  machines  to  process  it 
into  reaHty  can  be  covered  by  a  hat."^ 

The  call  of  leadership  is  largely  a  matter  of  convic- 
tion. The  individual  whose  convictions  are  deeply 
enough  seated  has  the  potentialities  of  leadership.  The 
difference  between  the  leader  and  the  crowd  is  that  the 
leader  is  just  a  little  ahead  in  his  vision,  in  his  thinking, 
in  his  planning,  in  his  attitude.  The  motive  of  the 
leader  and  the  motive  of  the  crowd  may  not  be  unlike. 
The  difference  is  largely  one  of  speed,  passion,  and 
method.  In  any  age  an  effective  Christian  leader,  says 
Dr.  Lynn  Harold  Hough,  must  be  a  person  of  vivid 
humanity,  speaking  the  language  of  the  people,  as  did 
Lincoln;  a  person  of  vital  intellect,  who  has  developed 
the  capacity  to  think  straight;  a  person  of  practical 

'  Herbert  Kavifman — McClure's,  April,  193 1. 


WITH  YOUNG  PEOPLE  247 

shrewdness  guided  by  moral  passion,  who  has  capacity 
to  out- think  and  out-maneuver  evil;  a  person  with'  a 
vital  Christian  motive,  whose  eagerness  to  serve  is  the 
result  of  his  passion  to  make  Jesus  Christ  regnant. 

The  cost  of  leadership. — General  Burnham  while 
in  the  Saint  Mihiel  drive,  when  speaking  to  a  group  of 
chaplains,  said:  "The  loneliest  place  is  the  place  of 
leadership.  When  I  was  a  colonel  I  knew  every  one  of 
my  men  by  his  first  name  and  had  a  certain  comrade- 
ship with  him.  Now  every  one  tries  to  say  what  he 
thinks  I  should  like  to  hear.  I  long  for  the  joy  of  again 
living  with  my  men." 

The  price  of  leadership  is  high.  If  it  seems  easy,  just 
try  being  a  leader.  The  average  man  seldom  thinks  of 
the  load  which  power  brings.  The  rapid  maturing  and 
steadying  of  young  persons  upon  whose  shoulders  have 
been  laid  unaccustomed  responsibilities  testifies  to  this. 
Dean  Mathews,  in  The  Making  of  To-morrow ^  says: 
^^ Loneliness  is  part  of  the  cost  of  power.  The  higher 
you  cHmb  the  less  you  can  hope  for  companionship." 
The  loneHness  of  Jesus  expressed  itself  in  many  attitudes 
and  some  words.  '^  Could  ye  not  watch  with  me  one 
hour?"  was  the  cry  of  a  heart  longing  for  companion- 
ship. Down  through  the  ages  those  pioneer  souls  who 
have  led  the  great  movements  for  the  uphft  and  better- 
ment of  humanity  have  more  often  than  not  been  the 
most  lonely  and  often  the  most  buffeted  of  men.  The 
lonehness  of  spirit  is  the  most  poignant  loneliness  the 
human  heart  can  know.  To  comparatively  few  of  them 
was  it  given  to  see  the  fruit  of  their  labors. 

Submission. — ''Moses,  what  is  that  in  thine  hand? 
.  .  .  Cast  it  upon  the  ground."  The  leader  himself 
must  have  taken  the  attitude  toward  his  vision  of  com- 
plete submission  and  surrender.     His  passion  for  serv- 


248  HANDBOOK  FOR  WORKERS 

ice  must  have  swept  through  his  own  soul  at  white  heat 
and  consumed  therein  any  competitive  or  contradictory 
elements.  ''The  one-eyed  man  is  king  among  the  blind." 
When  Moses  placed  himself  and  all  his  powers  upon  the 
altar,  when  Paul  followed  a  similar  course  with  his 
capacities,  then  it  was  possible  to  add  to  each  of  them 
the  unlimited  resource  and  power  of  the  Almighty. 
Then  only  did  it  become  possible  for  these  great  hearts 
to  discover  and  command  in  others  that  which  had 
been  discovered  and  commanded  in  them.  Singleness 
of  purpose,  steadfastness,  power  do  not  reside  in  organs 
but  in  conviction.  "I'll  see  what  God  can  do  with  a 
man  when  he  has  full  control,"  said  the  shoestore  clerk. 
And  then  God  used  Dwight  L.  Moody  to  shake  whole 
continents. 

One  cannot  learn  to  command  until  one  has  first 
learned  to  submit. 

Preparation. — 

''The  heights  by  great  men  won  and  kept 
Were  not  attained  by  sudden  flight; 
But  they,  while  their  companions  slept, 
Were  toiling  upward  in  the  night." 

No  effective  leadership  in  any  worthy  field  of  human 
endeavor  can  be  won  or  maintained  by  one  who  is  un- 
willing to  spend  lonely  vigils  and  give  long  hours  of 
diligent  toil  to  his  cause.  Having  found  his  field  for 
service,  Moses  spent  forty  years  in  preparation.  For 
three  years  of  active  leadership  it  was  necessary  for 
Jesus  to  spend  thirty  years  in  preparation.  Having 
taken  allegiance  under  the  banner  of  Jesus  Christ,  Paul 
added  three  years  of  careful  training  for  his  task.  After 
a  period  of  quiet  and  intense  devotion  Tennyson  wrote 


WITH  YOUNG  PEOPLE  249 

"In  Memoriam."  Out  of  more  than  a  decade  of  stu- 
dious silence,  Browning  produced  "The  Ring  and  the 
Book."  Leadership  demands  careful  and  diligent  train- 
ing. Only  those  sun-crowned  souls  who  are  wilHng  to 
pay  the  full  cost  need  expect  to  exercise  a  vital  leader- 
ship. 

It  is  obvious  that  leadership  may  be  exercised  in  de- 
sirable and  in  undesirable  fields.  It  is  as  quickly  appar- 
ent that  the  field  and  scope  of  actual  leadership  varies. 
In  any  eft'ective  organization  there  must  be  a  central  and 
final  authority,  which  authority  is  distributed  until  the 
responsibilities  reach  to  the  last  man.  At  the  end  of 
the  line  we  find  the  individual  controlling  and  directing 
things.  As  one  moves  up  the  fine  the  various  degrees 
of  leadership  deal  more  and  more  with  humans.  What- 
ever the  scope  of  activity,  however  slight  the  responsi- 
biHties  involved,  whether  the  leader  deal  with  things  or 
people,  many  or  few,  no  leadership  is  vaHd,  no  work- 
manship is  satisfactory  until  these  leaders  have  been 
possessed  by  a  vision  of  their  task  and  have  had  train- 
ing for  the  performance  of  it. 

Leaders  in  the  field  of  religious  education  possess  cer- 
tain (i)  fundamental  characteristics — (2)  elements  of 
pesonality,  (3)  processes  of  training,  and  (4)  objectives — 
that  must  be  viewed  in  relationship  to  both  the  leaders 
of  young  people  and  young  people  as  leaders. 

LEADERS   OF  YOUNG  PEOPLE 

An  unusual  opportunity  is  open  to  leaders  and  teach- 
ers of  young  people.  It  is  a  period  of  peculiar  sensitive- 
ness to  both  good  and  evil.  The  prime  requisite  of  the 
leader  and  teacher,  then,  is  the  ability  to  be  compan- 
ionable in  the  things  of  the  Spirit.     It  is  much  more 


250  HANDBOOK  FOR  WORKERS 

vital  than  companionship  in  social  affairs.     But  both 
are  essential. 

As  one  looks  back  through  the  years  and  recalls  those 
factors  which  have  made  deepest  and  most  abiding  im- 
press one  finds  one's  memories  clustering  less  about  books 
and  equipment  and  more  about  persons.^  The  charac- 
teristics, personality,  equipment,  and  objective  of  lead- 
ers of  young  people  will  largely  determine  the  nature 
and  success  of  their  leadership. 

Characteristics. — Thoughtful  persons  do  not  enter 
the  field  of  the  leadership  of  young  people  because  it  is 
a  social  propriety.  It  may  be  ^'the  correct  thing"  to  do, 
but  no  such  attitude  can  possibly  provide  the  superior 
dynamic  and  sensitiveness  essential  to  effective  work- 
manship. One's  attitude  depends  largely  upon  one's 
vision  of  the  task.  ''Lift  up  your  eyes  and  behold." 
The  eager,  open-minded  beholder  will  find  conviction, 
will  see  needs,  will  discover  possibilities.  There  is  a 
passion  for  service  born  of  vision  that  will  overcome 
every  obstacle.  ''Not  to  be  ministered  unto,  but  to 
minister  and  to  give."  There  is  no  other  sufficient  way 
in  the  field  under  consideration — nor  in  any  other 
worthy  field  of  human  experience. 

Leaders  need  to  sit  down  and  plan  the  purpose  and 
objective  of  their  leading.  The  sheer  joy  of  power  and 
the  freedom  from  ordinary  restraint  supposed  to  be  the 
happy  possession  of  leaders  may  attract  a  few.  How- 
ever, they  soon  become  disillusioned.  The  leader  must 
himself  have  "lived"  ere  he  can  be  competent  to  direct 
others  on  the  way.  How  difficult  must  be  the  position 
of  the  one  who  in  a  place  of  leadership  and  teaching 
does  not  know  why  nor  whither  he  goes!    Leaders  of 


^King— The  High  School  Age,  1914,  contains  a  most  helpful  study  of  the  power 
of  personality  in  its  effect  upon  pupils. 


WITH  YOUNG  PEOPLE  251 

young  people  owe  it  to  themselves  as  well  as  to  their 
department  or  class  to  study  their  objectives.  What 
contribution  can  I  make?  How  can  I  make  it?  What 
results  shall  I  seek?  Why  should  I  do  this  thing?  These 
are  searching  questions,  but  every  leader  must  fear- 
lessly face  them.  Eyes  that  see,  ears  that  hear,  hands 
that  do,  hearts  that  feel,  a  mxind  that  understands, 
courage  that  dares,  faith  in  God  and  in  human  kind — 
how  can  any  leadership  be  exercised  without  these? 

Carefully  prepared  lists  of  qualifications  teachers 
and  leaders  should  or  should  not  possess  have  been  de- 
veloped. The  reader  is  especially  referred  to  Betts, 
How  to  Teach  Religion,  for  a  most  helpful  arrangement 
of  these  positive  and  negative  qualities.  Suggestion  will 
be  found  there  also  as  to  the  way  by  which  a  leader  or 
teacher  of  religion  may  evaluate  his  own  capacities  and 
may  set  about  strengthening  the  weak  places. 

In  dealing  with  young  people  the  leader  must  know 
how  to  apply  the  spur  of  worthy  ambition,  and  when  to 
use  the  leash  of  habit  and  custom  without  becoming  sub- 
ject to  what  Dr.  Jowett  so  fittingly  calls  "narcotizing 
conventionality."  He  must  help  the  young  people  to 
recognize  desirable  aspirations  and  profit  by  them;  to 
organize  their  aims  and  experiences  so  as  to  become 
self-controlled,  steady,  tolerant.  Ideals  should  be  pre- 
cipitated into  concrete  action,  and  the  young  person 
led  to  determine  what  contribution  he  is  to  make  to 
his  time  and  his  race.  This  is  but  a  repetition  of  the 
previous  processes  of  the  leader  himself.  The  pity  is 
that  so  many  teachers  and  leaders  have  not  been  through 
this  process.  Christian  leadership  presupposes  certain 
primary  qualifications,  such  as: 

{a)  A  Christian  character.  The  leader  must  have  a 
message  and  an  experience. 


252  HANDBOOK  FOR  WORKERS 

(b)  A  vision  of  the  task.  Without  vision  there  can 
be  no  expansion,  no  passion,  no  goal. 

(c)  A  vital  personality;  without  which  there  is  little, 
if  any,  contagion. 

He  should  also  possess  secondary  quahfications, 
such  as: 

(a)  A  purpose  and  a  goal.  No  objective  means  no 
progress,  waste,  delay,  sometimes  shipwreck. 

(b)  A  plan.  There  must  be  capacity  to  organize; 
otherwise  there  is  chaos;  for  example,  activity,  but  no 
action. 

(c)  Ability  to  direct  others  in  doing  things.  Only 
thus  can  the  Kingdom  be  brought  in. 

Personality  is  and  always  has  been  the  one  great 
factor  in  the  educative  process  in  every  time,  age,  and 
field.  Primitive  people  selected  great  personalities  and 
associated  with  them  the  coming  generation  in  order 
that  the  strength  of  the  tribe,  and  not  its  weakness, 
might  become  the  common  tribal  possession.  The  con- 
tact of  personalities  is  a  sure  means  of  developing  con- 
trols, whether  the  seat  of  authority  be  from  without  or 
from  within.  For  young  people  the  study  of  the  per- 
sonality of  Jesus  Christ  is  one  of  the  greatest  and  most 
effective  contributions  that  can  be  made  to  them,  par- 
ticularly when  such  a  study  is  illustrated  in  the  effec- 
tive, wholesome,  and  Christlike  personality  of  the 
leader  and  teacher.  In  the  home  the  personal  charac- 
ter of  the  parents  counts  for  most.  In  the  influence  of 
leaders,  personality  is  greater  than  any  other  element. 
The  importance,  therefore,  of  having  the  right  sort  of 
leader  personalities  is  evident.  Disillusionment  and 
doubt  often  come  to  young  people  when  they  find  pro- 
fession and  practice  at  variance  in  the  persons  who 
have  been  in  the  relationship  of  leaders  and  teachers  to 


WITH  YOUNG  PEOPLE  253 

them.  If,  as  Tracey  says/  "response  to  the  touch  of 
personality  is  the  tap  root  of  religious  experience,"  then 
the  conception  of  rehgion  and  the  nature  of  the  re- 
sponse thereto  will  depend  largely  upon  the  personaHty 
of  the  teacher  or  leader  as  presenting  in  tangible  form, 
accurately  or  inaccurately,  a  human  interpretation  of 
the  personality  of  Christ. 

Training  and  equipment. — There  is  no  place  of  major 
emphasis  in  the  economy  of  the  kingdom  of  God  upon 
ignorance  and  inefficiency.  Single-mindedness  is  not 
necessarily  a  fundamental  of  the  Christian  life.  In 
many  instances  the  distinction  is  not  made  between 
sincerity  and  simple-mindedness.  There  is  no  resource 
of  power,  no  capacity  too  great,  no  skill  too  highly  de- 
veloped to  find  itself  taxed  to  the  utmost  in  meeting  the 
demands  of  the  kingdom  of  God.  Anyone,  therefore, 
in  the  position  of  or  desiring  to  become  a  leader  or 
teacher  will  give  diligent  attention  to  the  matter  of  his 
personal  equipment.  There  is  certain  general  equip- 
ment which  all  workers  with  young  people  should  have. 
Some  of  this  has  been  suggested  above  in  the  discussion 
of  characteristics  and  objectives.     Other  items  follow. 

Every  leader  and  teacher  must  be  in  possession  of 
his  message.  He  must  have  some  knowledge  and  an 
eager  desire  for  more.  He  must  be  open-minded,  teach- 
able, tolerant,  eager.  He  must  have  both  an  experi- 
mental and  a  working  knowledge  of  all  the  facts  in  and 
concerning  the  chief  source  of  guidance  and  help  for  all 
humanity.  His  acquaintance  with  his  Book  must  be  so 
thorough  and  so  complete  that  he  can  be  entirely  sep- 
arated from  his  textbook  while  teaching,  and  yet  not 
be  lost. 


1  TrsLcey— Psychology  of  Adolescence,  1920,  p.  233.    The  Macmillao  Company, 
publishers. 


254  HANDBOOK  FOR  WORKERS 

Emancipation  from  the  textbook  is  possible  for  no 
teacher  mitil  he  has  mastered  that  book.  All  that  has 
been  taught  or  may  be  learned  concerning  the  history, 
development,  and  vital  message  of  the  Bible  must  be  a 
ready  and  usable  possession  of  the  efficient  teacher.  His 
mind  must  constantly  be  outreaching  for  new  attributes 
and  new  facts  discovered  by  saint  and  seer. 

The  history  of  the  Christian  religion  must  likewise  be 
a  familiar  field.  This  will  include  all  the  great  move- 
ments that  have  led  to  the  development  of  our  present 
civilization.  A  masterful  knowledge  of  men  and  epochs 
will  go  far  toward  vitalizing  the  Christian  message  to 
the  minds  of  young  people.  A  knowledge  of  the  great 
religions  of  the  world,  and  the  capacity  to  show  the 
Christian  rehgion  as  not  only  superior  to  them,  but  as 
the  only  sufficient  religion,  will  save  many  a  teacher 
from  embarrassment  and  many  a  young  person  from 
more  serious  questioning. 

In  addition  to  all  of  this,  teachers  ought  to  know  the 
great  fundamentals  of  the  Christian  faith;  they  should 
also  distinguish  clearly  between  dogma  or  creed  and 
the  great  doctrinal  truths.  Their  own  faith  ought  to 
be  so  deeply  rooted  in  these  that  they  not  only  speak, 
but  also  live  them  with  their  classes.  It  is  difficult 
to  speak  with  assurance  concerning  those  things  with 
which  one  has  slight  acquaintance  and  little,  if  any, 
experience. 

Teachers  and  leaders  of  young  people,  realizing  that 
God  is  in  his  world,  and  that  each  succeeding  age  begins 
where  the  preceding  one  has  finished,  that  the  progress 
of  human  life  is  constantly  accelerated,  will  understand 
the  necessity  for  continuous  personal  growth  in  knowl- 
edge about  and  experience  in  the  affairs  of  men  and 
God.    Teachers  who  have  ceased  to  grow  are  soon  left 


WITH  YOUNG  PEOPLE  255 

behind  by  the  active,  aggressive  mentalities  of  the 
young  people  in  department,  class,  or  society.  Provi- 
sion has  been  made  for  the  training  and  equipment  and 
growth  of  leaders  in  the  field  of  religious  education  so 
that  no  one  anywhere  may  feel  that  there  is  no  material 
at  hand  by  which  these  desirable  ends  may  be  brought 
to  pass.  There  is  general  training  for  all  and  specialized 
training  for  those  who  have  found  their  particular  places. 

Carefully  developed  leadership  training  courses  have 
been  provided  in  such  a  way  that  every  leader  and 
teacher  everywhere  can,  if  he  will,  increase  his  personal 
efficiency.  Regular  teacher  training  courses  for  use  in 
local  Sunday  schools,  correspondence  study  for  those 
who  cannot  find  the  time  or  the  opportunity  for  class 
work,  the  provision  of  training  on  church  night,  in 
interchurch  or  community  schools,  summer  training 
schools,  institutes,  conferences,  departments  of  reli- 
gious education  in  colleges  and  universities,  the  summer 
session  of  theological  schools — all  these  have  developed 
thoroughgoing  and  profitable  sources  for  those  persons 
whose  convictions  are  sufficiently  deep  to  lead  them  to 
continued  growth  in  efficiency.  A  list  of  standard 
training  courses  tor  leaders  and  teachers,  together  with 
the  requirements  relative  to  certificates  and  diplomas 
will  be  found  at  the  close  of  the  chapter. 

Other  opportunities  are  to  be  found  by  teachers  and 
leaders  of  young  people  through  the  reading  of  some  of 
the  volumes  coming  from  the  press  concerning  this 
field.  Such  magazines  as  The  Church  School  and  Reli- 
gious Education,  which  should  come  regularly  to  every 
religious  educational  worker,  will  be  found  very  helpful 
and  illuminating.  No  teacher  should  allow  a  year  to 
pass  by  without  having  read  at  least  one  book  in  the 
general  field  of  religious  education  and  one  book  in  his 


256  HANDBOOK  FOR  WORKERS 

own  particular  field  of  work.  In  addition  to  this,  at 
least  one  institute,  conference,  or  training  school  should 
be  attended  each  year  so  that  the  teacher  may  be  kept 
not  only  in  possession  of  all  the  materials  available  for 
his  task,  but  also  with  the  personaHties  that  are  working 
in  the  same  field.  The  exchange  of  ideas,  ideals,  and 
methods  is  found  to  be  both  profitable  and  inspiring. 

The  following  scale  for  measuring  the  efficiency  of  a 
teacher  in  the  church  school  is  the  work  of  Professor 
George  H.  Betts.  It  furnishes  the  teacher  with  a 
standard  of  measurement  for  his  school,  his  class,  and 
himself. 

A   SCALE  FOR  MEASURING   THE   EFFICIENCY  OF  TEACHING 
IN  A  CHURCH  SCHOOL 

A.  Factors  not  wholly  under  control  of  the  teacher  but 

serving  as  a  measure  of  resourcefulness  in  making 
the  adaptations  required: 

1.  Cultiu-al  equipment  of  pupils. 

2.  Moral  and  religious  background  of  pupils. 

3.  Social  and  national  homogeneity  of  pupils. 

4.  Mentality  of  pupils. 

5.  Stability  of  church  school  constituency. 

6.  Conditions  supplied  by  the  administration  for 

the  class  or  department. 

(i)  Separate  room  or  in  assembly  room. 

(2)  Time  allowed  for  session. 

(3)  Physical  equipment. 

(4)  Lesson    materials  —  graded    or    un- 

graded. 

(5)  Gradation  of  pupils. 

B.  Factors  largely  under  the  teacher's  control,  and  which 

therefore  serve  as  a  measure  of  his  teaching  effi- 
ciency: (These  deal  with  the  class  only,  not  with 
the  department.) 


WITH  YOUNG  PEOPLE  257 

I.  Environing  Conditions 

1.  Classroom  and  equipment 

(i)  Suitability  for  group. 

(2)  Cleanliness. 

(3)  ^Esthetic  quality — decorations,  pic- 

tures, etc. 

(4)  Light,  heat,  ventilation. 

(5)  Suitability    and    arrangement    of 

table,  chairs,  etc. 

(6)  Teaching  equipment  (maps,  books, 

curios,  paper,  stereoscope,  etc.) 

2.  Freedom  from.  Distraciicns 

(i)  By  the  teacher. 

(2)  By  the  class. 

(3)  From  other  sources  (Supt.,  Sec'y, 

visitors,  etc.). 

IL  The  Teacher 

1.  Spiritual  equipment 

(i)  Positive  personal  reHgious  convic- 
tion and  belief. 

(2)  Satisfactory  and  growing  religious 

experience. 

(3)  Recognition  of  religion  as  a  posi- 

tive d3niamic  element  in  individ- 
ual development  and  the  social 
process. 

(4)  Other   attributes   or   evidences   of 

spiritual  qualities. 

2.  General  qualifications 

(i)  Enthusiasm. 

(2)  Rapport  with  class. 

(3)  Personal  appearance. 

(4)  Voice  and  manner. 

(5)  Executive  quality. 

(6)  Cooperation  with  others. 

(7)  Capacity  for  growth. 


258  HANDBOOK  FOR  WORKERS 

3.  Preparation 
(i)  General 

a.  Education  and  culture. 

b.  Knowledge  of  the  Bible  and 

other  religious  material. 
(2)  Specific 

a.  Mastery  of  lesson  materials. 

b.  Knowledge  of  childhood  and 

of    individual    pupils    and 
their  needs. 

III.  Skill  in  the  Use  of  Materials — Lesson 
Plan  and  Technique  of  Instruc- 
tion 

1.  Clearness,  definiteness,  and  validity  of  aim 

(i)  Adaptability  to  age,  sex,  interests, 

needs. 
(2)  Value   for    religious    education   in 
supplying 

a.  Useful  religious  knowledge. 

b.  Right  religious  attitudes. 

c.  Skills  in  every-day  living. 

2.  Method  of  procedure 

(i)  Skill  in  selection  and  use  of  subject 
matter — 

a.  Adapting  it  to  aims  sought. 

b.  Adapting  it  to  pupils. 

(2)  Plan  of  approach. 

a.  Point  of  contact  in  experience 

of  pupils. 

b.  Suited  in  spirit  and  tone  to 

lesson  to  follow. 

(3)  Skill  in  instruction — Use  of  type  of 

teaching  adapted  to  class  and 
materials — 

a.  Story. 

b.  Discussion. 


WITH  YOUNG  PEOPLE  259 

c.  Question  and  answer. 

d.  Topic  or  report. 

e.  Dramatization. 
/.  Lecture. 

g.  Hand  or  expression  work. 
h.  Other  lesson  types. 

(4)  Application — Skill  and  resourceful- 

ness in  leading  pupils  to  make 
personal  application  of  lessons 
and  ideals  set  forth. 

(5)  Assignment — 

a.  Definiteness  and  clearness. 
h.  Motivation. 
IV.  Response  prom  the  Class 

1.  Regularity  and  promptness  of  attendance. 

2.  Alertness,    expectancy,    interest,    enjoy- 

ment. 

3.  Spirit  of  loyalty  and  cooperation. 

4.  Preparation  of  lesson. 

5.  Active  participation — 

(i)  By  reciting. 

(2)  By  asking  questions. 

(3)  By  carrying  out  assigned  activities. 

6.  Grasp,  understanding,  mastery  of  points 

taught. 

7.  Conduct  in  classroom;  quiet,  reverent,  at- 

tentive. 

8.  Carrying  ideals  over  into  everyday  prac- 

tice. 

Teachers  and  leaders  will  find  it  most  helpful  to  use 
this  scale  thoughtfully,  frankly,  frequently,  to  discover 
whether  progress  is  being  made  by  them  in  their  field 
of  work. 

The  value  of  mature  friendship  and  understand- 
ing.— In  the  lives  of  young  people  these  cannot  be 
overestimated.     There  is  no  contact  like  the  contact 


26o  HANDBOOK  FOR  WORKERS 

with  life.  Certain  elements  ought  to  characterize  such 
friendship.  In  an  earlier  chapter  reference  was  made 
to  the  personal  relations  between  mature  men  and 
young  men  and  between  mature  women  and  young 
women.  There  must  be  a  certain  mutual  respect  for  the 
privacies  of  personal  experience  and  thought.  There 
must  be  a  certain  respect  and  appreciation  on  the  part 
of  young  people  for  the  larger  and  longer  experiences  of 
adult  life.  Frequently  young  people  are  incUned  to  be 
intolerant  and  think  of  persons  of  mature  years  as  "old 
fossils."  True  it  is  that  in  some  places  there  are  those 
who  get  along  by  "clinging  to  the  skirts  of  antiquity,'' 
but  even  in  such  places  young  persons  should  be  led 
through  their  mature  friendships  to  appreciate  the 
things  that  older  persons  have  done  and  seen.  They 
must  be  led  to  see  that: 

"Age  is  opportunity  no  less 
Than  youth  itself,  though  in  another  dress. 
And  as  the  shadows  fade  away, 
The  sky  is  bright  with  stars  invisible  by  day." 

Probably  the  most  helpful  attitude  which  mature 
life  can  provide  for  those  who  are  immature  is  that  of 
steadiness,  of  assurance,  of  abounding  faith  and  courage. 
No  mature  life  can  have  these  qualities  which  is  not 
itself  possessed  of  that  inner  peace  and  assurance  that 
come  from  a  thorough  knowledge  of  God's  Word,  God's 
works,  God's  ways,  and  an  enlarging  experience  of  com- 
panionship with  Jesus  Christ.  There  is  no  other  peace; 
there  is  no  other  steadfastness;  there  is  no  other  free- 
dom; there  is  no  other  assurance  like  that  which  comes 
from  a  life  hid  with  Christ  in  God. 

No  more  sacred  or  responsible  task  ever  falls  to  any 


WITH  YOUNG  PEOPLE  261 

man  or  woman  than  that  of  being  confidant  and  coun- 
selor to  a  young  person.  "There  is  a  certain  reserve 
and  native  modesty  implanted  in  every  normal  young 
person  which  is  by  far  the  most  powerful  ally  of  the 
intelligence  itself  in  protecting  the  interests  of  indi- 
vidual character  in  the  days  of  immaturity,  and  any- 
thing tending  to  break  down  or  supersede  it  entails  a 
moral  loss  for  which  there  can  be  no  conceivable  com- 
pensation. At  the  same  time  there  is  perhaps  no  other 
period  in  the  whole  life  when  the  individual  so  much 
needs  a  confidant  and  when  he  is  so  likely  to  profit 
from  the  right  sort  of  counsel."^ 

Sensitiveness  to  spiritual  powers  and  needs,  sen- 
sitiveness to  the  approach  to  those  inner  recesses  of 
being  where  none  save  God  and  the  individual  have  a 
right  to  enter,  a  fine  personal  reserve  and  wholesome 
respect  for  the  other's  personality  will  make  the  friendly 
relations  of  the  mature  and  the  immature  profitable, 
delightful,  and  mutually  helpful. 

YOUNG  PEOPLE  AS  LEADERS 

It  is  trite  to  say  that  to-morrow's  working  force  is 
found  in  the  young  people's  group  of  to-day.  It  is 
obvious  that  the  time  to  train  leaders  is  before  they 
take  up  their  work  of  leadership.  In  any  program  of 
religious  education  the  necessity  for  activities  express- 
ing faith  and  love  and  conviction  is  apparent.  Young 
people  are  more  or  less  motor-minded.  When  vision 
grows  into  conviction  a  task  is  essential.  When  par- 
ticipation takes  place,  attitudes  and  inspiration  for  life 
investment  follow.  The  range  of  activities  provides 
contacts  with  different  kinds  of  Christian  service,  and 
thus  the  young  life  is  given  a  chance  to  try  itself  out  in 

,  1  Tracey — PsycJtology  of  Adolescence.     The  Maaoiillan  Company,  publishers. 


262  HANDBOOK  FOR  WORKERS 

the  actual  doing  of  the  things  of  the  Kingdom.  From 
time  to  time  some  young  life  will  find  its  place  of  great- 
est power  and  thence  wiU  grow  a  conviction  in  regard  to 
the  field  of  life  service.  The  sharing  of  responsibilities 
with  young  folks  gives  them  a  taste  of  leadership.  It  is 
very  easy  for  the  idea  of  holding  a  place  of  command 
to  seize  upon  a  young  mind.  Young  people  must  be 
guarded  at  this  point  lest  not  the  work  but  the  power 
become  the  attraction.  Our  actual  leaders  in  most  in- 
stances are  those  who  are  doing  what  we  would  like  to 
do  in  the  way  we  would  hke  to  do  it.  The  mature  life 
working  with  young  lives  would  do  well  to  take  the 
attitude  toward  them  which,  according  to  H.  G.  Wells, 
Philip  of  Macedon  maintained  to  his  son,  Alexander. 
Mr.  Wells,  speaking  of  Alexander,  says  ^'he  was  nursed 
into  power  generously  and  unsuspiciously."^ 

The  problem  that  faces  most  workers  is  (i)  how  to 
discover  leaders  and  (2)  how  to  equip  them  for  their 
tasks. 

The  discovery  of  leaders. — There  are  many  ways 
suggested  for  the  discovery  of  capacities  for  leadership. 
The  trial  and  error  method  is  most  wasteful.  To  look 
on  the  outward  appearance  is  not  a  sure  index.  Any 
scheme  must  fall  down  in  the  face  of  the  inabihty  of 
one  human  mind  accurately  to  forecast  the  scope  and 
capacities  of  another.  However,  if  the  leader  of  young 
people's  work  will  give  careful  attention  to  the  young 
people  when  assembled  for  social  and  recreational  pur- 
poses, he  will  discover  certain  spontaneous  groupings, 
the  center  and  moving  spirit  of  which  is  some  individual. 

A  little  observation  will  indicate  just  the  nature  of 
the  influence  being  exercised  by  this  young  person. 
The  motive  behind  the  visible  activity  needs  to  be 

»  H.  G.  Wells— Outlines  of  History,  1921. 


WITH  YOUNG  PEOPLE  263 

sought  out.  Sometimes  it  is  just  the  sheer  joy  of  con- 
trol. At  other  times  the  exercise  of  the  skill  is  the 
result  of  jealousy.  Again,  it  will  be  found  that  the 
individual  is  actually  throwing  himself  into  the  work 
for  the  purpose  of  seeing  that  others  find  joy  and  hap- 
piness in  the  occasion.  Frequently  the  leadership  is 
deliberately  sought.  Sometimes  the  occasion  demands 
it.  Again,  it  is  actually  forced  upon  the  individual  by 
members  of  the  group.  In  any  case  there  are  evidences 
of  capacity  where  individuals  group  about  another  and 
look  to  him  for  suggestion  or  direction. 

The  wise  leader  of  young  people  will  study  this  situa- 
tion, making  perhaps  a  card  index  of  the  factors  brought 
to  light.  These  cards  or  records  should  have  the  name 
of  every  young  person  in  the  department,  class,  or  so- 
ciety who  can  do  anything  at  all  well,  though  it  be  but 
the  act  of  shaking  hands  graciously.  This  record  is 
invaluable  when  planning  to  use  young  persons  as 
leaders. 

Then  he  will  set  about  to  apply  certain  tests  to  this 
young  life,  dehberately  planning  opportunities  for  the 
exercise  of  leadership,  sometimes  with  younger  groups, 
sometimes  with  persons  of  his  own  age.  In  addition  to 
these  active  tests  certain  characteristics  ought  to  be 
observed  and  recorded.  Is  the  person  open-minded  and 
sympathetic,  accurate  and  teachable,  cheerful  and  cour- 
ageous, frank  and  generous,  steady  and  patient,  re- 
sourceful and  vigorous,  having  convictions  and  plans? 
Is  he  self-effacing  and  possessed  of  a  belief  in  the  fun- 
damentals of  the  faith? 

Training  for  leadership. — If  the  leader  has  found 
that  all,  or  many  of  these  elements  are  present,  the 
young  person  doubtless  possesses  capacities  of  outstand- 
ing leadership  and  ought  certainly  to  be  placed  in    a 


264  HANDBOOK  FOR  WORKERS 

group  in  the  local  church  taking  training  with  this 
object  in  view;  or  if  there  is  no  such  class  and  none  can 
be  organized,  he  should  be  enrolled  in  a  correspondence 
course  for  training  in  leadership.  Obviously,  the  best 
source  of  information,  inspiration,  and  training  is  in  the 
college,  university,  and  theological  school,  and  this 
should  without  doubt  be  the  first  choice  of  training 
camp  for  such  a  discovery. 

While  there  is  no  wholly  satisfactory  local  substitute 
for  the  training  course  in  the  local  church,  there  is  de- 
cided advantage  in  augmenting  this  training  by  sending 
young  people  to  summer  sessions,  night  schools  and 
colleges,  to  summer  traming  schools,  camps,  institutes, 
conferences,  and  the  like.  It  must  be  recognized,  how- 
ever, that  all  of  these  are  brief  and  necessarily  more 
popular  and  fragmentary  in  their  treatment. 

Many  a  young  man  or  young  woman  has  been 
brought  by  an  adult  leader  into  contact  with  the  fact 
of  his  leadership  capacities.  When,  through  the  careful 
organization  of  the  religious  educational  work  in  home, 
church,  and  community,  he  has  had  opportunity  to  try 
himself  out  in  some  of  the  activities,  there  may  come 
to  him,  through  these  and  through  the  challenge  of 
great  minds  and  hearts  presenting  the  needs  and  oppor- 
tunities of  the  world  field,  the  desire  to  give  his  whole 
life  to  Christian  service.  When  such  a  life  service  de- 
cision has  been  made,  the  plan  suggested  in  the  pre- 
ceding chapter  should  be  followed.  Other  young  persons 
possessing  leadership  qualifications  may  wish  to  devote 
their  marginal  time  to  some  phase  of  the  work  in  the 
local  church  and  community.  For  these,  leadership 
training  courses  to  be  used  in  the  local  church  have 
been  provided  and  correspondence  courses  arranged. 
Summer  schools  and  training  conferences  add  greatly 


WITH  YOUNG  PEOPLE  265 

to  this  training  for  marginal-time  service.  In  every 
instance  the  young  life  should  be  brought  into  contact 
as  rapidly  as  possible  and  with  as  much  training  as  time 
and  finances  permit. 

No  year  should  elapse,  no  summer  should  pass  by 
without  some  contact  with  camp,  conference,  school  of 
methods,  or  institute.  Six  weeks  schools  of  methods  in 
the  field  of  religious  education  are  now  being  offered 
by  many  of  our  colleges  and  universities.  Sunday- 
school  boards  are  providing  ten-  and  twelve-day  train- 
ing schools  for  Sunday  school  and  church  'workers. 
Young  people's  societies  are  offering  five-  to  seven-day 
institutes.  The  International  Sunday  School  Associa- 
tion, Y.  M.  C.  A.,  Y.  W.  C.  A.,  Boy  Scouts,  Camp  Fire 
Girls,  and  the  like  are  making  their  contribution  toward 
the  training  of  leaders  in  the  various  fields  of  activity; 
the  extra-church  agencies,  of  course,  by  special  emphasis 
upon  the  recreational  features;  the  church  agencies  work 
with  special  reference  to  a  vital  spiritual  leadership. 

The  time  must  come  when  all  the  agencies  promoting 
training  activities  for  vacation  periods,  both  church  and 
extra-church,  dealing  with  any  age  group,  shall  put  on 
a  common  program,  which  program  must  be  under  the 
control  and  supervision  of  the  church,  and  to  which 
each  cooperating  agency  will  make  its  contribution  of 
faculty  and  funds. 

In  the  local  church. — Training  for  leadership  in  the 
local  church  has  no  acceptable  substitute.  The  close 
personal  contact  of  teacher  and  small  group  is  the  most 
effective  and  the  most  desirable  method  of  training. 
There  is  no  school  too  small  or  too  large  to  put  on  an 
eft'ective  program  of  leadership  training.  Though  there 
be  but  one  young  person  willing  to  undertake  such 
training,  the  obligation  of  the  pastor,  the  superinten- 


266  HANDBOOK  FOR  WORKERS 

dent,  and  the  adult  life  of  the  church  of  which  such 
person  is  a  part  is  to  see  to  it  that  the  training  is  pro- 
vided. It  is  not  necessary  that  some  highly  trained 
specialist  should  be  imported  for  the  purpose.  Young 
people  do  their  own  thinking.  They  long  for  compan- 
ionship and  guidance  in  the  process.  In  churches  where 
no  one  seems  quite  prepared  to  handle  the  leadership 
training  the  most  likely  person  should  be  chosen,  no 
matter  what  his  present  relationship,  and  assigned  to 
the  work  of  training  the  future  leaders  for  that  church. 
It  is  not  always  easy  to  separate  such  teachers  from  the 
adult  class  in  which  or  as  teacher  of  which  they  are 
frequently  found.  No  interest  can  surpass  in  signifi- 
cance that  of  training  the  leadership  of  to-morrow. 

During  the  Sunday-school  hour  there  ought  to  be 
offered,  therefore,  in  the  local  school  a  standard  leader- 
ship training  course.  (A  list  of  textbooks  and  require- 
ments will  be  found  at  the  close  of  the  chapter.) 

Opportunities  for  practice  in  leadership  are  manifold 
about  the  local  church.  Young  people's  classes  take 
delight  in  assisting  elementary  department  superinten- 
dents and  workers  in  recreational  and  social  meetings 
for  these  little  ones.  When  the  Beginners,  Primary,  or 
Junior  Department  meets  at  some  other  hour  than  that 
of  the  young  people,  this  also  affords  opportunity  for 
practice  teaching  and  observation.  The  midweek  social 
and  recreational  activities  of  the  departments  of  younger 
pupils  of  school  and  church  would  be  greatly  profited 
by  having  young  persons  as  leaders. 

When  a  church  or  group  of  churches  provide  a  sum- 
mer camp  for  the  young  people  of  their  own  constit- 
uency, careful  provision  should  be  made  for  courses  in 
training  for  leadership  in  the  camp's  schedule.  In  a 
preceding  chapter  an  outline  camp  schedule  was  sug- 


WITH  YOUNG  PEOPLE  267 

gested.  It  is  clear  that  ample  opportunity  for  a  class 
in  leadership  training  is  found  in  the  morning  class 
hours. 

When  any  individual  or  group  of  individuals  shall 
have  completed  his  work  in  training  for  leadership, 
whether  in  a  class  in  the  local  church,  by  correspond- 
ence, or  in  a  community  training  school,  recognition  of 
this  fact  ought  to  be  made  by  the  church  of  which  he  is 
a  part.  Graduation  exercises  or  public  announcement 
with  the  conferring  of  the  certificate  or  diploma  will  go 
far  toward  creating  interest  and  arousing  the  ambition 
in  others  to  follow  a  similar  course. 

Not  until  the  church  faces  squarely  up  to  the  task  of 
training  its  future  leadership  by  providing  leadership 
training  courses  in  the  local  church  and  community,  and 
through  the  church  colleges  and  foundations,  will  there 
be  anything  like  an  adequate  supply  of  trained  leaders. 

SUMMARY 

Some  of  the  problems  connected  with  leadership  in 
the  field  of  religious  education  are  due  to  the  indefinite- 
ness  of  the  tasks,  the  lack  of  vision,  and  the  difiiculties 
of  securing  adequate  training.  The  field  and  profession 
of  religious  education  are  not  yet  clearly  defined.  Once 
this  is  clearly  defined  as  in  medicine,  law,  teaching,  etc., 
the  young  mind  will  sense  the  need  more  accurately  and 
respond  thereto.  Present  leadership  in  very  many  in- 
stances is  not  a  matter  of  conviction  and  dehberate 
choice,  but  is  circumstantial.  No  uniform  system  has 
been  adopted  for  the  providing  of  leaders  such  as  the 
public  school  has  provided  through  its  normal  training 
schools.  However,  conditions  are  steadily  improving. 
The  challenges  to  life  and  marginal-time  service  are 
being  organized,  articulated,  and  wholesomely  presented. 


268  HANDBOOK  FOR  WORKERS 

The  number  of  training  courses  available  and  their 
suitability  for  persons  in  all  situations  and  circum- 
stances is  increasing.  The  day  is  not  far  distant  when 
it  will  be  possible  for  churches  to  indicate  that  no  one 
will  be  permitted  to  lead  or  teach  who  has  not  pursued 
some  standard  course  of  training  for  his  task.  Many 
churches  and  schools  have  already  reached  that  point. 

The  leader  and  teacher  of  young  people,  because  of 
his  special  qualifications,  training,  and  personality,  has 
in  his  keeping  the  church  leadership  of  to-morrow. 
Consecration  to  his  task,  diligence  in  his  own  efforts  to 
grow,  and  a  wholesome  relationship  to  his  young  peo- 
ple will  go  far  toward  enlisting  an  adequate  supply  of 
young  people  in  the  training  courses  for  leadership  in 
the  field  of  religious  education.  These  young  people 
bring  to  their  training  all  the  rich  resources  of  youth 
and  immaturity — their  eagerness  for  truth  and  willing- 
ness to  sacrifice,  their  intensity  of  emotional  life,  their 
utter  disregard  for  personal  cost  in  the  light  of  a  com- 
pelling cause;  these  and  a  thousand  other  rich  assets 
are  poured  lavishly  upon  the  altar  when  love  and  faith 
are  crystallized  into  conviction  and  when  the  call  of 
God  to  the  investment  of  all  of  life's  resources  in  the 
program  of  his  'kingdom  has  reached  the  heart  of  youth. 
Since  the  development  of  the  kingdom  of  God  seems  to 
depend  so  largely  upon  the  contact  of  human  personali- 
ties, it  is  supremely  the  task  of  the  church  to  see  that 
the  noblest,  mature  personalities  are  brought  into  con- 
tact with  immature  personalities;  that  all  the  rich  and 
fundamental  religious  experiences  of  the  race  are  made 
the  common  personal  possession  of  all  our  young  people. 
Then,  when  the  church  in  her  majesty  shall  say,  "Who 
will  go  for  us?"  the  eager,  the  enthusiastic  response  of 
our  young  people  will  be,  ''Here  am  I;  send  me." 


WITH  YOUNG  PEOPLE  269 

TRAINING  COURSES  FOR  LEADERS 

There  is  to-day  only  one  Standard  Training  Course 
for  Leaders.  This  is  approved  by  the  Sunday  School 
Council  of  Evangehcal  Denominations  and  by  the  In- 
ternational Sunday  School  Association.  Certain  text- 
books are  put  out  by  each  denomination  which  meet 
this  standard.  Application  should  be  made  to  denomi- 
national Sunday-school  headquarters  for  lists  of  these 
books.  The  joint  certificate  and  joint  diploma  are  is- 
sued from  denominational  headquarters  for  all  classes 
carried  on  by  local  churches. 

Certificates  are  granted  to  each  person  who  passes  the 
required  test  upon  any  recognized  training  course  book. 
Additional  seals  are  granted  for  each  additional  book 
until  the  required  number  of  credits  have  been  secured, 
when  a  diploma  is  issued. 

Diplomas  are  issued  to  all  who  complete  the  Standard 
Training  Course. 

For  graduation  the  completion  of  one  hundred  forty- 
four  lesson  units  is  necessary.  Of  these,  one  hundred 
eight  units  are  prescribed  and  thirty-six  units  are  elec- 
tive. The  prescribed  work  is  as  follows:  Bible,  24; 
Child  study,  12;  Principles  of  teaching,  12;  Sunday 
school  administration,  12;  Church  administration,  12; 
Missions,  12;  Specialization  in  the  methods  of  a  par- 
ticular department  or  office,  24;  total,  108;  36  units 
may  be  sleeted  from  any  approved  leadership  training 
courses. 

A  lesson  unit  is  defined  as  one  recitation  requiring  at 
least  an  hour  of  preparation,  the  lesson  material  of 
which  is  made  up  of  the  assignment  of  an  approved 
author.  This  definition  does  not  require  the  teacher  to 
follow  the  author's  assignment,  but  defines  the  material 
that  must  be  covered  before  graduation  and  is  intended 


270 


HANDBOOK  FOR  WORKERS 


to  forestall  the  acceptance  of  courses  made  up  of  120 
and  144  lesson  assignments  which  do  not  come  up  to 
the  standard. 

One  denomination  has  approved  the  following  Lead- 
ership Courses  for  Prospective  Teachers,  Officers,  and 
Other  Church  Workers: 


FIRST   YEAR 

SECOND   YEAR 

THIRD   YEAR 

Life  in  the  Making, 

The   Training  of  the 

Specialization — 

Barclay,  Bro^n,  et 

Devotional  Life, 

24    units    required 

al. 

Kennedy-iNIeyer. 

work  in  one  of 

24  units. 

12  units. 

the     following 

Learning  and  Teaching, 

The  Organization  and 

chosen  fields: 

Sheridan-White. 

Administration      of 

Beginners 

24  units. 

the  Sunday  School, 

Primary 

Cuninggim-North. 

Junior 

12  units. 

Intermediate 

The  Program    of    the 

Senior 

Christian  Religion, 

Young  People 

Shackford. 

Adult 

12  units. 

Administration 

Community  Serv- 
ice 

Worid  Service 

Recreational 
Leadership 
24  imits  of  electives. 

This  course  is  designed  especially  for  use  at  the  Sunday-school 
hour.  It  also  presupposes  work  in  the  International  Graded  Les- 
sons through  the  First  Year  Senior  Course.  For  those  who  have 
had  the  Junior  and  Intermediate  Graded  Lessons  or  their  equiv- 
alent, the  Bible  requirement  for  graduation  will  be  met  by  those 
who  complete  Life  in  the  Making  and  Learning  and  Teaching.  For 
others  The  Worker  and  His  Bible,  24  units,  or  its  equivalent,  must 
be  taken  as  an  elective.  The  first  year  of  this  course  should  nor- 
mally be  taken  at  eighteen  years  of  age. 

Other  approved  text-books: 

Primer  of  Teacher  Training,  Brown  (12  elective  units). 
The  Worker  and  His  Bible,  Eiselen-Barclay  (24  Bible 
units) . 


WITH  YOUNG  PEOPLE  271 

The  Bible,  Part  I  of  First  Standard  Manual,  Barclay 
(24  Bible  units). 

The  Pupil  and  the  Teacher,  Weigle  (12  units  on  each 
subject,  total  24). 

"The  Pupil,  the  Teacher,  and  the  School,"  Part  II  of 
First  Standard  Manual,  Barclay  (12  units  on  each  sub- 
ject, total  36). 

The  Pupil  (revised),  Barclay  (12  units). 
^  How  to  Teach  Religion,  Betts  (12  units  in  Principles 
of  Teaching). 

Missionary  Education  in  Hofue  and  School,  Diffen- 
dorfer  (12  Missionary  units). 

Training  World  Christians,  Loveland  (12  Missionary 
units) . 

Books  of  accepted  authors  based  on  outlines  approved 
by  The  Sunday  School  Council  of  EvangeUcal  Denomi- 
nations. (12  units  for  the  subjects  covered  in  ten  les- 
sons.) 

Leaders  of  training  classes  in  local  churches  should 
secure  the  advice  and  help  of  their  denominational 
headquarters  so  that  the  work  done  may  be  in  harmony 
with  both  the  denominational  and  interdenominational 
standards. 

It  is  advisable  in  community  training  schools  to  use 
only  such  courses  as  will  meet  the  Standard  Training 
Course  requirements.  Thus  the  training  of  the  leaders 
may  be  raised  to  a  higher  plane  and  the  work  of  the 
local  schools  improved  and  standardized. 

Topics  for  Discussion: 

1.  Leadership  of  Young  People,  Characteristics  and 

Training. 

2.  How  Jesus  Trained  Leaders. 


272  HANDBOOK  FOR  WORKERS 

3.  Our  Church  Training  Program. 

4.  Enlisting  Young  People  in  Local  Church  Leader- 

ship. 

5.  Leadership  Standards. 

Books  for  further  Study: 

Betts — How  to  Teach  Religion. 
Home — The  Master  Teacher. 
Moxcey — Leadership  of  Girls'  Activities. 
Woodworth — Dynamic  Psychology. 
Conde — The  Human  Element  in  the  Making  of  a 
Christian. 


INDEX 


Activities 

varieties  of,  47 

voluntary,  137 
Aim 

of  department,  80 
Athletics,  66 
Attitudes 

developing  right,  209 
Baseball,  240 
boarding-house,  62 

Camping,  67,  231 

daily  program,  68 

camp  recreation,  71-72 
Card  Signing,  215 
Certificates,  269 
Challenge 

for  live  service,  212 
Chaperons,  58 
Character,  251 

as  purpose  of  department. 
Characteristics 

of  age  groups,  52 
Childhood,  26 
Child  Life 

revaluation  of,  14 
Church 

and  youth,  13-24 

program  of,  21 

rural,  174 

as  center,  175 

attitudes,  227 

camp,  231 

and  community,  236 
Circuit  Plans,  187,  189 


n 


Civic  Birthday,  238 
Class,  122-144 

Groups,  122-125 

organization,  126-128,  134 

relations,  133 

methods,  135,  141 

equipment,  146 

business,  147 

devotions,  147 

period,  147 

session,  147 

one  in  department,  182 
Classroom,  133 
College 

evangelism,  211 

training  in,  218-219 

Community 

influence  of,  225 

young  people  responsible  for, 
233 

character  of,  234 

agencies,  235 

activities,  237 

training  schools,  242 
Companions,  197 
Companionships,  40 
Conduct,  200 
Cooperation 

within  department,  ^2 
Council,  86-88 
Courses 

Bible,  153 

mission  study,  155 

church,  156,  157 

evangelism,  157 


273 


274 


HANDBOOK  FOR  WORKERS 


Courses — Continued 

social  service,  158 

how  to  choose,  158,  159 

elective,  164 
Credits 

use  of,  162 
Decisions 

how  to  report,  216 
Department 

young  people's,  76-95 

purposes  of,  77-80 

relations  of,  90 

organization  in  small  church, 
180 

relation  to  other  departments, 
181 

one  class  in,  182 

Deputations,  231 

Diplomas,  269 

Disillusionment,  29 

Doubt,  32,  196 

Dramatics,  66 

Devotional  Life 
developed  at  camp,  233 

Education 
in  rural  communities,  172 

Efficiency 
training  for,  217 
of  teaching,  256 

Equipment,  116-117 

Evangelism,  Chap.  X,  XI 
courses  of  study,  157 
and  young  people,  194 
teacher's  responsibility,  199 

Expression,  201 
expressional  activities,  110 


Extension,  114 

Friendship,  41 

inter-sex,  57 

value  of  mature,  260 
Groups 

interests  of,  59 

typical,  59 

social,  204 

Hewett,  Prof.  C.  J.,  167. 
Home 

life  in  rural  districts,  172 

and  evangelism,  212 

Instruction,  109 

Interchurch 

training  schools,  218 

Interests 

individual,  61 
Intolerance,  29 
Leaders,  92 

discovery  of,  262 

Leadership 

training  for,  157,  255,  263 

recreational,  189 

cost  of,  247 

preparation  for,  248 

of  young  people,  249 

characteristics  of,  250 

purpose  and  objective,  250 

training  and  equipment,  253 
Lesson 

period,  147 

courses,  148,  150,  151 

elective  courses,  149,  152 

material,  150 

course  in  rural  church,  183 
Life 

appeal  to  whole  of,  19 


INDEX 


275 


Life  Service,  Chapter  X 
and  evangelism,  206 
challenge  for,  212 
commission,  214 
department  of  M.  E.  Church, 
220 

how  to  present,  220 
Life  Work 

vs.  life  decision,  207 

standards  of  choice,  213 
Local  Church 

evangelism,  211 

and  recreation,  224-225 

responsibility  of,  225-226 

participation  in  work  of,  230 

training  in,  265 
Mating  Instinct,  42 
Meeting  Places,  239 
Membership,  85 
Mental  Life,  28 
Methods 

of  teaching,  159 

of  evangelism,  203 
Mission  Study,  155 
Motive,  77 

for  individual  and  group,  78 
Music,  104 
Officers 

accountability  of,  81 

and  committees,  88 

terra  of,  129 
Organization 

principles    of    departmental, 
80-83 

test  of,  82 

of  department,  91 

of  class,  127-128 

adapted  to  church  building, 
177 


Overlapping,  84 

Pastor 

as  evangelist,  215 
pastor's  committee,  229 

Personality,  252 

Personal  Problems,  44 

Physical  Life,  27-28 

Play,  55 

Prayer,  105 

Program 

of  the  church,  21 

elements  of,  22,  104 

of  the  department,  98-119 

of  worship,  100 

preparation  of,  108 

for  the  class  session,  147 

seven  day,  226 

Pupil 

participation  of,  17,  82 

Reading,  64 

Reason,  33 

Records,  184 
and  reports,  89 
and  equipment,  131 
taking  of,  131 

Recreation 

boarding-house,  62 
undesirable,  65 
standards  of  choice,  113 
and  commercialism,  115 
rural,  170,  185 
leadership,  189 

Registration,  129 

Relationships,  53 

of  departmental  program,  ill 
Religious  Life,  43 


276 


HANDBOOK  FOR  WORKERS 


Responses,  200 

variation  in  types  of,  46 

Rural  Church,  167 

Service,  44,  112-114 
activities  as  recreation,  66 

Session 
the  first,  94 

Social 
life,  54-68,  185 
and  recreational  life,  115 
conditions  in  rural  commun- 
ities, 170 

Special  Features,  106 

Spiritual  Life,  36 

Sportsmanship,  65 

Stewardship 
of  life,  207 

Stimulation 
its  results,  35 
of  social  life,  35 

Supervision,  82 

Teachers,  163 
function  of,  165 
as  evangelists,  199 
efficiency  of,  256 
spiritual  qualities,  257 
prospective,  training  of,  270 
training  texts,  270 

Teaching,  Conditions  of,  256 
preparation  for,  258 
materials,  258 
method  of,  258 

Testimony,  106 


Training 

early,  16 

through  activity,  109 

in  home,  198 

for  efficiency,  217 

classes,  217 

for  in  colleges,  218 

defects  in,  223-224 

for  leadership  in  local  church, 
228,  264 

in  community  schools,  242 
Trans  portation 

in  country,  174 
Unselfishness,  43 
Variation  in  Experience,  201 
Village     and     Countryside, 

Chapter  IX 
Village  Pride,  177 
Vocation 

information  and  guidance,  208 
Week-Day  Schools  of  Reli- 
gion, 241 
Winter  Specials,  188 
Work  and  Play,  55 
World  Relations,  242 
Worship 

program  of,  100 

principles  of,  100-103 
Young  People 

effect  of  war  upon,  20 

characteristics  of,  26-34 

judgment  of,  84 

as  leaders,  261 

as  leaders  of  tomorrow,  268 
Y.  M.  C.  A.,  118 
Y.  W.  C.  A.,  118 


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